State of preparation of a teacher-psychologist for professional adaptation to an inclusive educational environment: Eurasian aspects.

Abstract

The article considers the conditions for preparing a teacher-psychologist for professional adaptation in the environment of inclusive education in the post-Soviet space. The authors consider the work on inclusive education and psychological and pedagogical support for problem categories of the population based on concepts in the field of education. The article is an analytical review. We analyse scientific and pedagogical research on the problems of domestic and foreign inclusive education, the process of personal development and career guidance in the countries of Eurasia, primarily Russia and Kazakhstan. Professional training of future specialists consists in the formation at a high level of professionally important qualities of their morality, communication skills, will, intelligence, etc. We consider the state of inclusive education in higher educational institutions of Russia and Kazakhstan, we focus on the issue of preparing a teacher-psychologist for professional adaptation in an inclusive education environment. The authors present in the article the results of research conducted by students on the issues of professional adaptation at the University.

Factor analysis of inclusiveness variables in higher education

“…Авторы подчеркивают роль психологической помощи, предполагая, что она может минимизировать препятствия и барьеры для учащихся с особыми образовательными потребностями В этом аспекте, важна роли педагогов-психологов в инклюзивном образовании. Межстрановое сравнительное исследование роли педагогов-психологов Казахстана и России в инклюзивном образовании показало готовность этих профессионалов к работе в условиях инклюзии (Ospanova, 2020:210) [19]. Поскольку учащиеся с особыми образовательными потребностями нуждаются в естественной среде со своими сверстниками (Salthouse, 2005: 539) [20], им было особенно сложно преодолеть режим изоляции COVID-19 и дистанционное обучение.…”

The Effectiveness of the Training Model of the Future Teacher in Conditions of Inclusive Education

“…Various issues of inclusive education have been discussed in previous studies in the context of Republic of Kazakhstan such as psychological and pedagogical support; legal framework for inclusive education; the issue of training teachers in inclusive education; scientificmethodological aspects of organizational-pedagogical state of connecting children with disabilities to the educational process; professional training of adults in the field of inclusive education; psychological foundations of children with disabilities, and features and basics of teacher training in the conditions of inclusive education (Allan & Omarova, 2020;Movkebayeva. et al, 2020;Oralkanova et al, 2014;Ospanova, Borisova, Mironova, & Ju, 2020).…”