Professional Readiness of Future Special Education Teachers for Inclusive Education in Ukraine

Abstract

The article is devoted to the problem of compliance of special education teachers training in Ukraine with the implementation of inclusive education in accordance with international standards. It was found that despite many years of inclusive policy experience in Ukraine, inclusive practice is not implemented properly. The assumptions about gaps in the staffing of inclusive education are made. The level of professional readiness among future special education teachers for practice in inclusive educational environment is investigated and analyzed in the article. The comprehensive questionnaire developed by the authors was used as a diagnostic tool in current study. The questionnaire was designed in accordance with the content of such educational guidelines as the “Professional Development Tool for Improving the Quality of Work of Primary School Teachers” and the “Profile of Inclusive Teachers”. The main professional readiness criteria for practice in inclusive educational environment among future teachers are defined: Interactions; Family and Community; Inclusion, Diversity, and Values of Democracy; Assessment and Planning; Teaching Strategies; Learning Environment; Professional Development. The developed questionnaire is aimed to identify the level of development of different professional readiness components, such as: theoretical-cognitive and practical-active. The results showed low and medium levels of professional readiness for practice in inclusive educational environment among future special education teachers, that is insufficient to meet the social demand for training specialists to work in the new professional conditions of inclusive education.Correlation analysis revealed the leading role of the practical-active component in the system of professional training, which require increased attention to its practical component, based on both university practical training centers and pedagogical internship. The current study concludes on the necessity of transformation of professional training content for future special education teachers in accordance with international scientific achievements in the field of providing quality services to children with special educational needs.

Application of the Integration Model in the System of Inclusive Education

“…However, despite many years of experience in inclusive policy in Ukraine, inclusive practices are not properly implemented in our country (Martynchuk et al, 2021). The problems of implementing inclusive education in our country and in other countries are associated with many challenges.…”

“…These and other problems have been reflected in Myronova et al (2021). One of the main problems of inclusive education is insufficient training of teachers and lack of specialists, in particular, practical psychologists, future teachers of music (Ovcharenko et al, 2021), physical education (Catellani et al, 2018), defectologists (Martynchuk et al, 2021), teachers of secondary education in all areas (Ke, Borakova & Valiullina, 2017).…”

Providing Inclusive Primary School Education for Children with Special Educational Needs in Wartime Ukraine: Challenges and Current Solutions

“…No less important were studies devoted to parents' experiences when their children were inclusive students [15,16] and access to inclusion for children with special educational needs (SEN) from mother-only families [17]. An essential part of the research was devoted to the necessary changes in teacher training in inclusive education [18,19], investigation of the teachers' understanding [20] and acceptance of inclusion [21,22], including prejudices and reasonable concerns among primary school teachers [9]. International collaboration projects have also contributed to understanding the prospects for further inclusive education in Ukraine [23][24][25].…”

Increasing the Competence of Teachers in the Formation of Socio-Emotional Skills of Inclusive Classes Pupils

“…Our previous research (Skrypnyk et al, 2020) showed an insuffi cient level of ability of Ukrainian teachers to create an appropriate inclusive educational environment, which should acquire the following characteristics: respect for pupil diversity; planning, organization of individual assistance; teamwork of specialists and parents, constant personal and professional development, etc. A low level of practice-oriented component in the training of future specialists of inclusive educational institutions was also revealed, which will signifi cantly complicate the ability of future specialists to implement successful support for people with special educational needs (Martynchuk et al, 2021). Th e Individualized Education Program (IEP) team members should be competent to implement specially organized activities to develop the ability of inclusive classes pupils to perceive another person, focus on him or her and interact productively.…”