Examining the Formation of Integrative Readiness of Pre-Service Teachers to work in Inclusive Classrooms in Ukraine

Yashchuk, Olena M.; Yashchuk, Serhii; Kobernyk, Halyna I.; Kotlovyi, Serhii A.; Biletska, Iryna

doi:10.5430/ijhe.v9n5p208

Cited by 3 publications

(4 citation statements)

References 18 publications

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“…Analysis of the study by Yashchuk et al, (2020) confirms our findings that teacher training in Special Education is specifically focused on teaching children with special needs, and therefore their level of motivation is high. The authors explain this by the fact that their training includes special courses: neuropathology, basics of genetics, correctional pedagogy, etc., in contrast to educational programmes of other pedagogical majors.…”

Section: Discussionsupporting

confidence: 80%

Application of the Integration Model in the System of Inclusive Education

Järvis¹,

Ivanenko²,

Antonenko³

et al. 2022

JCT

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The introduction of inclusive education is an important factor in the development of society. The teacher plays special role in this context, the motivational readiness of teachers to work in an inclusive environment is important. The analysis of educational programmes showed that graduates of pedagogical majors are subject to equally high requirements for their psychological readiness to work with children with special educational needs. However, the educational components aimed at the formation of psychological readiness for the studied quality are not fully represented. Therefore, the aim of the study was to experimentally compare the motivational and value aspects of the psychological readiness of future teachers majoring in Special Education and Educational, Pedagogical Sciences to work in an inclusive educational environment. The research involved the method of T.I. Ilyina “Study of Educational Motivation in High School”, the Inclusive Education Questionnaire, V.V. Boyko’s Communicative Tolerance Test were used. Statistical analysis of the data was performed using the Mann-Whitney U-test, Fisher’s φ-test. As a result it was determined that students majoring in Special Education have a higher level of psychological readiness to work in an inclusive educational environment than students majoring in Educational, Pedagogical Sciences. To sum up, it is necessary to strengthen educational programmes for teacher training with the components of inclusive education, as well as to include inclusive-oriented topics in the general professional subjects. We consider the study of cognitive and activity aspects of psychological readiness of future teachers to work in the inclusive education as a prospect for further research.

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Section: Discussionsupporting

confidence: 80%

Application of the Integration Model in the System of Inclusive Education

Järvis¹,

Ivanenko²,

Antonenko³

et al. 2022

JCT

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“…According to the results of recent studies, about half of the surveyed teachers of Kyiv preschool institutions (46.26%) have a positive attitude to the education of preschool children in inclusive groups; 41.32% prefer to limit the education of such children to special institutions or special groups of general development ones [19]. Interactive forms of learning are becoming widespread, where teachers are involved in creative activities, dialogues that involve a free exchange of opinions, reasoned conclusions, and the search for ways to solve simulated situations.…”

Section: Resultsmentioning

confidence: 99%

Modern Approaches to the Professional Development of Preschool Education Teachers on Inclusive Education of Preschool Children

Goncharenko¹,

Дятленко²,

MELENETS³

2022

Scientific Bulletin of Mukachevo State University Series “Pedagogy and Psychology”

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The relevance of the study is due to the fact that to ensure a high-quality educational process in a preschool institution, it is necessary to prepare educators to work in inclusive groups, that is, to equip them with knowledge and skills to teach and educate children with special educational needs. The purpose of the study is to analyse modern approaches to improving the qualifications of teachers of preschool education institutions on the problem of inclusive education of children and find effective ways of professional development of teachers on this issue in the conditions of the Institute of postgraduate education. The methodological basis of the study was the papers of Ukrainian and foreign specialists in the field of inclusive education. General theoretical methods are used to solve these problems: analysis, induction, deduction, comparison, generalisation of information from theoretical sources, and the typological method. The necessity of implementing a system of approaches to the professional development of preschool education teachers on inclusive education issues is substantiated. The results of a survey of teachers of preschool education institutions in Kyiv, according to which, it was established that the vast majority of participants need special training on the problems of inclusive education and consider the institute of postgraduate education as a place for such training. Effective approaches to improving the skills of educators are identified, in particular, the use of active methods in teaching and the inclusion of practical classes in the educational process based on inclusive institutions. Among the most popular subjects for professional development are the following: organisation of the educational process, cooperation with an assistant, development of didactic equipment, cooperation with parents, psychological support for the teacher. The practical importance of the research consists in informing teaching teams of postgraduate education about the specific features of the needs of preschool teachers in the field of advanced training on inclusive education. This problem is of interest to students, who receive a pedagogical speciality

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“…At the same time, the task of the teacher is to train and educate students at all stages of education [1]. Positive for children with dyslexia is child-centrism (orientation to the needs of the student), despite the different level of preparation for school, readiness for the perception of new knowledge, different pace of work, speed of memorization, observation, ability to concentrate attention [14]. In at the same time, the demand for general results from children, comparing them with classmates or peers increases the anxiety of schoolchildren, in severe cases provoking the development of depressive states.…”

Section: Resultsmentioning

confidence: 99%

“…Psychologically, this is facilitated by the exclusion of strict requirements, the selection of forms and methods of training, the creation of a trusting atmosphere of acceptance, cooperation, mutual respect. This promotes self-affirmation, builds students' confidence in their own capabilities, teaches them to find ways to achieve their goals [14]. Also, the developed systems for working with children suffering from dyslexic disorders show an improvement in reading skills when performing programs aimed at restoring the volume of visual attention.…”

Section: Resultsmentioning

confidence: 99%

Dyslexic Disorders in Students of a Young School: Peculiarities of Education and Socialization

Dandan¹,

Shaojie²

2022

BTSNUKSP

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Dyslexia is a diagnosis that is increasingly becoming a reality for students and teachers of junior high school. In the biggest part, this diagnosis becomes a surprise to both the teacher, parents, and the student because of is established in the first-second grade due to the discovery of difficulties that arise during the mastering of writing and reading. Primary school is a new step of growing up. This exciting period is often characterized by natural stress due to the lack of direct support from parents, increasing independent responsibility, competition for the teacher's attention, and the coexistence of a large number of individuals in the team. And the difficulties arising from mastering perceiving written symbols can significantly complicate the process of socialization of the child. It creates additional barriers for the student during the formation of basic educational skills. This substantially increases anxiety and lowers the child's self-esteem, building internal barriers and fears. The article presents the analysis of dyslexic disorder, presents its classification, and describes the probable causes of its occurrence. The authors present and characterize dyslexia's impact on learning and socialization processes at the example of young school students. Overcoming the difficulties of mastering graphic symbols is a long and unstable process. But the authors emphasize that dyslexia is a feature, not a sentence. Children with dyslexic disorders need understanding, help from adults, and developed modern approaches to the presentation of information, increasing the level of concentration and further mastering cognitive skills. This ensures harmonious development and learning of the student and removes barriers in communication with peers, ensuring successful socialization of the child.

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Examining the Formation of Integrative Readiness of Pre-Service Teachers to work in Inclusive Classrooms in Ukraine

Cited by 3 publications

References 18 publications

Application of the Integration Model in the System of Inclusive Education

Application of the Integration Model in the System of Inclusive Education

Modern Approaches to the Professional Development of Preschool Education Teachers on Inclusive Education of Preschool Children

Dyslexic Disorders in Students of a Young School: Peculiarities of Education and Socialization

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