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1

ФОРМУВАННЯ ІНКЛЮЗИВНОЇ КОМПЕТЕНТНОСТІ В МАЙБУТНІХ СОЦІАЛЬНИХ ПРАЦІВНИКІВ В УМОВАХ ПРОФЕСІЙНОЇ ПІДГОТОВКИ

100%
Наталія К.
Педагогічні науки: теорія, історія, інноваційні технології
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2017
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issue 1(65)
74-88
EN
The wide adoption of an inclusive approach requires changes in the process of preparation of the future specialists who will work with children with disabilities. The question of inclusive competence of the future teacher is now considered of Ukrainian scientists in the field of education and training, social workers are also the experts who can prepare children with disabilities to school and escort them to their afterschool time. In the article the necessity and the essence of the formation of the inclusive competence of the future social workers as a result of preparedness for inclusive care of children with limitations in health, as this category is the most unprotected and requires special attention and care. It is proved that the competence of a specialist, who accompanies a disabled child in afterschool hours, in a greater degree depends not only on school performance but also on adaptation to the surrounding social environment. The tasks in the field of social work at the present stage are outlined. The analysis of specifics of social work with different categories of customers in general and with people with disabilities in particular is conducted. The analysis of the status of the research problem, main research approaches, modern pedagogical concept is conducted. The analysis of the various concepts of the competence approach in general and the structure of professional competences of specialists in social work is conducted. The overview of different classifications of the concepts of «competence» and «inclusion» is made, detailed definition of the concept of «inclusive competence of a social worker» is formulated. It is proved that experimental research in the Social Rehabilitation Center for children with disabilities as a way to optimize the practical training of students of specialty «social work» towards inclusive competence on the basis of pedagogy of constructivism provides a brief overview of the implemented measures; the work done by comparing diagnostic sections on indicators of intellectual development of the child is effective. It is confirmed that the process of training of the future specialists of social work should be based on the close relationship between theory and practice. The targets of developing pedagogical conditions of formation of inclusive competence of future social workers are identified
2

ФОРМУВАННЯ ІНКЛЮЗИВНОЇ КОМПЕТЕНТНОСТІ В УМОВАХ ІННОВАЦІЙНОЇ ПАРАДИГМИ ОСВІТИ

100%
Бондар Т.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
|
issue 7(41)
153-162
EN
Ukraine is building inclusive society by developing inclusive education. However, kindergartens, schools, and universities are facing the lack of professionals ready to work with children and youth with special needs. There is a contradiction to be solved between the necessity to move towards inclusion to meet the children’s special needs and the insufficient training provided to future teachers. The article considers the terms ‘competence’ identified as an individual’s ability to perform any professional activity. One should differentiate between key competences basics for social life and professional competence that is necessary for any professional activity. Professional competence includes motivational, cognitive, operational and reflexive components. Inclusive competence is identified as the combination of skills and knowledge that enables a person to work in inclusive setting and meet children’s special needs. Based on the idea of professional competence components, the inclusive competence components are motivational, cognitive, operational and reflexive components. These components were classified as content (motivational, cognitive and reflexive) and functional or operational components. Motivational component deals with teacher’s values, needs, and motives that determine the attitude to the professional activity in the inclusive setting. Cognitive component includes awareness, perception, judgment and reasoning. Reflexive component is understood as a foundation for professional development and teacher’s self-evaluation. The operational (functional) component includes the ability to perform in inclusive setting using the internalized skills and experience. It includes the lists of skills or competencies that could be used in efficient teaching – diagnostic, prognostic, analytic, constructive, organizational, communicative, technological, correctional, and research). Inclusive competence should be included in the list of key competences and professional competences. The future studies should focus on the content of inclusive competence for different categories and the ways how the inclusive competence should be developed.
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