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2015 | 4(48) | 3-8

Article title


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Teacher’s readiness for the inclusive education

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The article analyzes the nature, structure and importance of formation of the inclusive competence of future teachers in connection with introduction of inclusion in the general education institution. Realizing of problems of teacher’s readiness to the inclusive education of children with psychophysical needs the teachers should have psycho – pedagogical erudition; skills to combine productively correctional-consultative and scientific research of the teacher’s activity. The represented data illustrate the main difficulties and options of professional and psychological readiness of teachers to include «special» child in еру general process, considered the influence of personal characteristics of teachers' attitudes towards inclusive education. The skills of professional readiness of the teacher, characterized by the concept of inclusive environment and special environment are considered. The certain elements of inclusive teacher competence, motivation, values, cognitive-operational, reflexive-evaluation are recognized in the article. These tasks of willingness of teachers to inclusive education are discussed. Two main indicators of willingness of the experts which are professional readiness and psychological readiness are outlined by the author. The inclusive teacher competence is described as an integrated personality formation, which causes the ability to function in the professional development of inclusive education. According to the author, the inclusive teacher competence refers to the level of specific professional competencies. This ensures the formation of its components. Inclusive teacher competence has to appear in pedagogical skills to organize collective activity of children of different categories, equivalent to assess the level of teaching material of the pupils learned with different types of violations, the ability to choose certain methods of educational influence on the children in the classroom. Inclusive education has flexible individual personal training, which is provided by medical and psycho-social and educational support. The inclusive teachers are taking a new system of values, creatively implement new learning technologies, can quickly solve the problem of socialization of children.



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