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53педагогически науки
Безлюдний Олександр 1ванович НАВЧАННЯ МАЙБУТН1Х ...
UDC 378
TRAINING A WOULD-BE TEACHER THE EDUCATIONAL PRINCIPLES OF INCLUSIVE EDUCATION IN PAVLO TYCHYNA UMAN STATE PEDAGOGICAL UNIVERSITY
© 2019
Bezliudnyi Oleksandr Ivanovich, doctor of Pedagogical Sciences, Professor Pavlo Tychyna Uman State Pedagogical University (20301, Ukraine, Uman, Sadova street, 28, e mail: [email protected]
Abstract. The fact that Ukraine has joined the European and world educational community has led to the emergence, operation and development of the system of inclusive education, which should be accessible to every citizen whose social status, physical or intellectual infringement is of no importance. It is quite obvious that the increase of students with disabilities in the number of secondary schools has appeared in the urgent need to intensify the development of methodology, theory and technology of inclusive education. Here we identified that the general teaching standards lack requirements for inclusive competence of a school teacher. That's why the problem of training teachers to work in inclusive education deserves much attention. The different functions of a teacher in the situation mentioned are underlined: the function of enlightening; diagnostic function; the function of correction; and reflective function. Thus, process of forming professional readiness of the teacher to work with educational inclusion has been achieved by changing the normative part of the curriculum for bachelors by including the discipline «Fundamentals of Inclusive Education» in 2011 (on the example of the curriculum at Pavlo Tychyna Uman State Pedagogical University).
Keywords: professional training, a would-be teacher training, students with disabilities, students with disabilities, inclusive education, Pavlo Tychyna Uman State Pedagogical University.
НАВЧАННЯ МАЙБУТН1Х УЧИТЕЛ1В ПРИНЦИПАМ 1НКЛЮЗИВНО1 ОСВ1ТИ В УМАНСЬКОМУ ДЕРЖАВНОМУ ПЕДАГОГ1ЧНОМУ УН1ВЕРСИТЕТ1 1МЕН1 ПАВЛА ТИЧИНИ
© 2019
Безлюдний Олександр ¡ванович, доктор педагопчних наук, професор Уманський державний педагог1чний утверситет шет Павла Тичини (20301, Украша, Умань, вул. Садова, 28, e-mail: [email protected]
Анотащя. Факт приеднання Укра!ни до европейського та свггового освгтнього простору призвело до нагально! потреби в оперативнш змш системи шклюзивно! освгти, яка мае бути доступною для кожного громадянина, не залежно вщ його сощального статусу, фiзичних або штелектуальних можливостей. Сьогодш досить очевидним е зростання кшькосп студенпв з особливими потребами в середнш школ^ що призводить до потреби в штенсифжацй розвитку методологи, теори та технологи шклюзивно! освгти. Ми виявили недостатш вимоги до загальних стандар-пв навчання майбутшх учителiв шклюзивно! компетентности Саме це виявляе проблему шдготовки вчителiв до роботи в умовах шклюзивно! освгга. Виявлеш функцп вчителя: повчальна функщя, дiагностична функ^, функщя корекци та функщя рефлексп. Таким чином, процес формування професшно! готовносп вчителя до роботи в умовах шклюзи був досягнений змiною нормативно! частини навчального плану для бакалаврiв - включення в 2011 рощ дисциплши «Основи iнклюзивно!' освiти» (на прикладi навчального плану напряму шдготовки в Уманському державному педагопчному унiверситетi iменi Павла Тичини).
Kto40bí слова: професiйна пiдготовка, навчання майбутшх учителiв, студенти з особливими освгтшми потребами, iнклюзивна освiта, Уманський державний педагопчний унiверситет iменi Павла Тичини.
Problem solving in general and its connection with important scientific or practical tasks. The tendency known to be modern and democratic in the twenty first century is to provide equal opportunities for every member of the human community. The introduction of inclusive educational model in Ukraine as a prominent European state anticipates a special training of teachers to work with children with special educational needs. Thus, one of the most urgent problems of today is to update the content, forms, methods, tools and technology of student education in higher educational institutions, taking into account trends in educational inclusion.
Analysis of recent researches and publications. I. Bohdanova [1], V. Kan Kalyk [2], O. Kyrychuk [3], presented their fundamental psychological and pedagogical researches as their significant contribution to solving the problems of general teacher training. Inclusive scientific studies by V. Bondar [4], N. Nazarova [5], V. Syniov [6], A. Shevtsov [6] are devoted to some aspects of training school teachers to work with children who have mental and physical diseases. However, the training of teachers to work in terms of inclusive education needs further improvement.
The main objective of educational inclusion is a response to a wide range of children's needs in the school environment and beyond. V. Syniov admits that educational inclusion is based on the ideology of denial any discrimination against children. According to his point of view the formation of inclusive education system is based on the principles of providing equal access to all categories of children to study in schools. It is also based on providing the appropriate conditions for their studies; ensuring their right to grow in a family environment and have access to all the resources of the local community; attracting parents to learning process for curriculum development based on personal and
individual oriented approaches; adding additional resources for special educational needs of the child; using the results of current research and practice of implementation of inclusive education; the realization of team approach to training and education [6, p. 6-11].
Adherence to the outlined principles will provide psychological and educational support, social rehabilitation and medical help for all children. In this context, there is an urgent problem of forming multifunctional and versatile personality of the teacher, to preach the ideas of democracy, humanism and tolerance. Solution to this problem requires the implementation of an integrated approach to training in higher educational institutions.
Under the functions of a teacher, he should demonstrate a high level of skills in the field of education both with healthy students and with those who have some features in development. He should have not only general professional training, but also training in specific education and psychology. Obviously, a modern teacher should have a high level of professional, methodical and psychological training to perform an advanced range of functions of professional activity in inclusive education.
Thus the thesaurus of general, social and special education gives no explanation of «inclusive education», there is an urgent need to define and justify it.
Formulation purposes of article (problem). Since education is interpreted as the science of specially organized purposeful and systematic activities to develop humans, there is reason to single out a new universal field of knowledge - inclusive education. We understand it as the theory and practice of teaching and education of persons with slight mental and physical disabilities, detainee, rapid and normal development, as well as socially vulnerable and neglected
Bezliudnyi Oleksandr Ivanovich pedagogical
TRAINING A WOULD-BE TEACHER ... sciences
ones involved in the joint educational process in the systems of continuous general and vocational education.
The main material with full justification of the received scientific results. The preparation of would be teacher to have inclusive practices at schools depends on the structuring of its content, which is reflected in the curriculum.
To optimize the process of forming professional readiness of the teacher to work with educational inclusion can be achieved by adding new courses in the curriculum. These courses involve innovative monitoring and educational technologies in educational process that will increase the interest of teachers for inclusive practices, form the skills of knowledge accumulation and their application in professional activity. According to the directions of Ministry of Education and Science of Ukraine «On Approval of the Concept of development of inclusive education» (01.10.10 № 912) and «On Approval of special classes for children with special needs in schools» (09.12.2010 № 1224) and in accordance with sectoral standard of higher education the normative part of the curriculum for bachelors included the discipline «Fundamentals of Inclusive Education» in 2011 [2].
In 2012 Ministry of Education, Youth and Sport of Ukraine recommended to introduce the discipline -Fundamentals of Inclusive Education - the program of which was developed by the Institute of Special Education of the National Academy of Pedagogical Sciences of Ukraine (Authors: O. Efremova [7], T. Sak [8], R. Protsiuk [8] led by Professor A. Kolupaieva [8]). In this course consists of 54 hours: 18 hours classes (lectures 8 hours, seminars and practical classes 10 hrs.), and individual work. The content of the program covered only two modules - «Methodological and legislative and regulatory framework of inclusive education» and «Inclusive education: from basics to practice». The content of this discipline aims at the general and theoretical training of students. In the process of studies, the students learn historical, philosophical, legislative and organizational principles of inclusive education. Significantly, teaching manuals with same name support this course [4]. The course considered:
- the characteristics and legislative framework of implementation of inclusive education in Ukraine, the experience of famous scientists in the world and Ukraine, premises for the successful inclusive and differentiated teaching;
- the organization of correctional and developing work as a part of inclusive education and its educational and methodological support;
- the value of individual curriculum, the structure and characteristics of its execution;
- the peculiarities of evaluating knowledge and skills of students with special needs.
However, this manual has no applied direction; it lacks practice teaching materials that cover the specifics of the teacher's work, for example, the work of subject teachers or tutors with students who have special educational needs. Therefore, there is a need to expand the training of would be teachers in order to master the theory and practice of inclusive education.
Therefore, we developed the program, educational and methodological support of the special course «Inclusive Education at School» and introduced it in the educational process at Pavlo Tychyna Uman State Pedagogical University in September 2011. This optional course in its content was a logical continuation of the course «Fundamentals of Inclusive Education». During the process of studies, the students form the organizational and methodological knowledge, skills and abilities using the technology of contextual learning for display of an integral structure of professional teacher by the algorithm modeling inclusive educational practices. Special course includes 72 hours, among them - 36 hours of classroom activities (lectures - 18 hours, practical classes - 18 hrs.) and the same number of hours for individual work. A significant amount of hours for learning a special course is motivated by the difficulty of theoretical and practical material and due to the multifunctional mission of professional 14
teacher in terms of inclusive education.
The aim of the course is: mastering the system of knowledge in general methodology of inclusive education, pedagogical principles of inclusive education, theory and practice of individual education process in inclusive terms; developing abilities in organization of educational process in inclusive classrooms at schools; studying the experience of inclusive educational institutions and mastering the latest educational technology in order to work with younger students and their parents in terms of educational inclusion.
The program the special course consists of four content modules (CM):
CM I «Methodology of Inclusive Education» contains four themes: «The subject and tasks of inclusive education and its interdisciplinary connection», «Inclusive classrooms as a new pedagogical phenomenon», «Updated features of a teacher in inclusive terms», «Working in a team of specialists in inclusive schools».
CM II «Inclusive didactics of school» unites the following: «Teaching the principles of inclusive education», «Typology of inclusive classes in school», «Complementary forms of inclusive education in school», «Ergonomic support of inclusive education».
CM III «Inclusive education of school children» covers the topics: «The educational process in inclusive classrooms in school», «Inclusive education of various categories of school children», «Teaching support of personal development in an inclusive team», «Interactive forms of cooperation between family and school in inclusive terms».
CM IV «Inclusive experience of school» provides studying of such topics: «Analysis of the effectiveness of inclusive conditions in school», «Progressive developments of teachers in inclusive schools», «Priority of using creation therapy in inclusive school», «Positions» for and «against» the subjects of inclusive education process.
Conclusions of the research and perspectives of further exploration of this direction. Having investigated the course «Fundamentals of Inclusive Education», we have concluded the fact when students learn the latest methods and organizational forms of inclusive practice in schools, they not only get acquainted with the best practices of teachers-innovators, trainers, winners of the competition «The best teacher of the year», but study the expediency of widespread introduction of new teaching materials in the field of inclusive education. They also suggest their own creative ideas concerning the implementation of some themes and purposes of the lesson in the form of drafts or plans of the classes or activities. When the students have their practical classes at the University they try to perform the worked out classes, and after it they analyze positive elements and some drawbacks of this idea together with their professor or the methodologist of the department of education. Taking into account the comments, advice and corrections, students develop completed plans of their lessons or classes. It is advisable to offer them to develop a series of lessons or sessions using the latest methods, techniques and technologies. These materials can be used during pedagogical practice, when writing the diploma projects, and planning of their own practice.
REFERENCES:
1. Bohdanova T. Indeks inkliuzii vyrushyv do rehioniv. Osvita Ukrainy, 2013. S. 6-7.
2. Kan kalyk V. A. Hramatyka obshchenyia. Moskva, 1995. 231 s.
3. Kyrychuk O. V. Psykholoho pedahohichna diahnostyka rozvytku uchniv ta kolektyvu shkoly. Kyiv, 1998. 280 s.
4. Bondar V. I. Dydaktyka. Kyiv, Lybid. 2005. 264 s.
5. Spetsyalnaia pedahohyka: v 3 t.: ucheb. posobye dlia stud. vussh. ucheb. Zavedenyi / pod red. N. M. Nazarovoi. Moskva: Yzdatelskyi tsentr «Akademyia», 2008. 400 s.
6. Cynov V., Shevtsov A. Nova stratehiya rozvytku korektsiinoi peda-hohiky v Ukraini (New strategy of the development of special education in Ukraine). Defektologiya. Defectology, 2004, no 2, pp. 6-11.
7. Efremova O. I. Realizatsiya printsipa kontekstnogo obucheni-ya pri organizatsii raboty studentov pedvuza s psikhologicheskim tek-stom (Realization of the principle of contextual studies on the organization of the work of the students of pedagogical institution with psychological text) / Izvestiya Tulskogo gosudarstvennogo universiteta. Seriya «Psikhologiya» / News of Tula State University. Series «Pshycology», Tula,
Scientific Vector of the Balkans. 2019. T. 3. № 1(3)
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TulSUPubl, 2004, no 4, pp. 266-276.
8. Sak T. Protsiuk R. Indyvidualnyi navchalnyi plan uchnya z os-oblyvymy osvitnimy potrebamy v inkluzyvnomu klasi (Individual curriculum of the student with special educational needs in the inclusive class). Defektologiya. Defectology, 2010, no 3, pp. 12—16.
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