The Inclusive Culture Of The Teacher

Shumilova, Elena A.; Козырева, Ольга Анатольевна; Artyukhova, Tatyana Yu.; Roslyakova, Nadezhda I.; Zhuravleva, E. Yu.

doi:10.15405/epsbs.2021.02.02.149

Cited by 3 publications

(2 citation statements)

References 4 publications

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“…The theoretical and methodological analysis of the literature, which revealed a scientific understanding of the concept "readiness of future teachers for inclusive volunteering is a significant method of our research. A substantial contribution to the development of this problem was made by Kiseleva (2017), Martynova and Gavlo (2019) Shumilova et al (2021). Having studied theoretical studies, we have concluded that readiness is an integrative personality trait including motivational-value (motivational readiness of the future teacher to implement volunteer activities), cognitive-operational (mastering volunteer competencies, skills, actions), personality-reflexive (introspection and self-assessment of inclusive volunteering results) components necessary for the implementation of volunteering in an inclusive space.…”

Section: Methodsmentioning

confidence: 99%

Pedagogical Strategy To Foster Readiness Of Future Teachers For Inclusive Volunteering

Салаватулина¹

2022

European Proceedings of Social and Behavioural Sciences

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The article substantiates the relevance of socio-cultural transformations in determining the strategy of future teachers' professional training and increasing their professional competence in inclusive education. The socio-educational and educative environment of modern higher education is a resource for expanding volunteer inclusive practice and forming students' readiness for inclusive volunteering. Mainstreaming the research problem is due to the fact that inclusive volunteering aims to assimilate social-subject experience, develop tolerance and social activity of the individual, can be considered as a task of professional training and enables its fundamentality strengthening. The possibilities of designing the socio-cultural space of higher education for the inclusive volunteering implementation, modeling the educational process of teachers' professional training for inclusive volunteering regarding the socio-cultural capabilities of the socio-educational and educational space of the university have been identified based on theoretical research and empirical experience. The methodological basis of the research is represented by the aggregate of the system-activity, motivational-value and participatory approaches. The author's model aimed to form readiness for inclusive volunteering is the integration of interrelated components being regulatory and legal, motivational-targeted, content-procedural and evaluative-productive ones. The study discusses the organizational, methodological and substantive aspects of inclusive volunteering and readiness for its implementation. The conclusion is drawn about the necessity and possibility of creating a professionallyoriented educational environment aimed to develop volunteer competence in future teachers.

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Section: Methodsmentioning

confidence: 99%

Pedagogical Strategy To Foster Readiness Of Future Teachers For Inclusive Volunteering

Салаватулина¹

2022

European Proceedings of Social and Behavioural Sciences

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“…Мониторинг образовательных достижений обучающихся с ОВЗ в специальной педагогике рассматривается как один из инструментов оценки качества образования и своевременной корректировки образовательного маршрута [2]. По данным исследований, большая часть обучающихся с ОВЗ получают образование в условиях совместного обучения с их сверстниками с нормотипичным развитием [3]. При этом наибольшую часть таких обучающихся с ОВЗ составляют дети с легкими формами интеллектуальной недостаточности [4], к которым в соответствии с социально-клиническими критериями относят ЛУО и ЗПР [5; 6].…”

Section: Introductionunclassified

Using a digital program for monitoring educational achievements to identify typological differences of students with mild intellectual disability

Shumilova,

Kuzma,

Makukha

2023

P Sci Edu

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Introduction. The issue of not only providing, but also assessing the quality is getting more and more urgent in the context of the active development of inclusive practices for the education of students with disabilities. Currently, the tools of educational achievements of students with disabilities have not yet been sufficiently developed, and the approaches proposed in the literature to the diagnosis processing of educational results are characterized by high labor intensity. The aim of the study is to develop and test a package of diagnostic techniques and a digital monitoring program for Universal Learning Activities (ULA) and Basic Learning Activities (BLA) to identify typological and individual characteristics of students with Intellectual Disability (ID) and Mild Intellectual Disability (MID). Materials and methods. The methodological tools of the study include an analysis of scientific publications, carried out, among other things, using the Scopus (Elsevier) bibliographic database for 2019-2022 on the keywords inclusive education AND digital learning, as well as methods of empirical research: standardized observation, conversation and experimental psychological examination. The mathematical analysis of the empirical study results was carried out using the t-Student statistical criterion. Results. The statistically significant differences (p ≤ 0.05) revealed in the course of the study in the indicators of educational actions formation (ULA and BLA) among children with ID and MID allow us to identify their intra-group typological features that are the basis for differentiation and individualization of the educational process, including different variants of organization of education for such children. The developed digital monitoring program will allow to increase the efficiency of teaching staff in an educational organization by reducing unnecessary paperwork, as well as to form a database reflecting the individual development trajectory of each student in inclusive conditions. Conclusion. Qualitative and quantitative differences in the formation of ULA among children with ID, as well as BLA among children with MID, were identified and analyzed using a monitoring program developed and tested in an empirical study, which is important to substantiate a differentiated approach to creating special educational conditions for such students when organizing their education in inclusive schools.

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Problems of Organizing the Education of Children with Mild Forms of Intellectual Disability in Rural Schools

Kuzma

2022

Education of Children With Special Needs

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The Inclusive Culture Of The Teacher

Abstract: This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial 4.0 Unported License, permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Cited by 3 publications

References 4 publications

Pedagogical Strategy To Foster Readiness Of Future Teachers For Inclusive Volunteering

Pedagogical Strategy To Foster Readiness Of Future Teachers For Inclusive Volunteering

Using a digital program for monitoring educational achievements to identify typological differences of students with mild intellectual disability

Problems of Organizing the Education of Children with Mild Forms of Intellectual Disability in Rural Schools

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