КОМПЕТЕНЦІЯ ФАХІВЦІВ ЯК ПЕДАГОГІЧНА ПРОБЛЕМА ВПРОВАДЖЕННЯ ІНКЛЮЗИВНОЇ ОСВІТИ
Professional competence as a pedagogical problem of implementation of inclusive education
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The article deals with the problem of implementation of inclusive education in Ukraine. The problem of formation of practical competence of teachers and heads of special and mass educational establishments was described. The author considers the factors and their causes, which affect the implementation of the theoretical foundations of inclusive education in practice, and which cause decline in the quality of its implementation. The author states that at the present stage of development of society, parents of children with impaired mental and physical development, which are customers of social services for children with special educational needs, seeking to integrate their children in the general educational environment. Therefore, in recent years our researchers directed their efforts in search of modern forms of integration of children with impaired mental and physical development in the educational environment. The factors that lead to the inefficient implementation of inclusive education were identified. It is stated that one of the components and key pedagogical problems of implementation of inclusive education is the formation of practical competence of teachers and leaders who will implement the theoretical foundations of inclusive education in practice. Detailed introduction to modern terminology layers of defectology as a science, the results of which are outlined above have found many inconsistencies and discrepancies even when the change in the name of scientific directly. Making changes in precise and unambiguous understanding of the whole system of defectology concepts causes difficulties in its application by the specialists who have special training. The definition of the term «competence», which is used in the study, was provided. Speaking about the competence of specialists, the author has in mind that it is a predetermined norm of educational attainment, which is the basis of professional behavior for teachers and school leaders. The author has provided the problem of insufficient competence of specialists, who involved in the provision of educational services for children with mental and physical impairments, and specialists, who involved in the implementation of this process. And this problem should be recognized as a pedagogical problem of implementation of inclusive education.
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