ANALYSIS OF READINESS OF TEACHERS OF ADDITIONAL EDUCATION TO WORK WITH CHILDREN WITH DISABILITIES
Keywords:
survey, teacher of additional education, level of readiness, work problems, inclusion, children with disabilities, disabled people, inclusive education, attitude to inclusive educationAbstract
Abstract. This article analyzes the readiness of teachers of additional education to work with children with disabilities in the KHMAO-Yugra.
Relevance. This article reflects the need to develop the readiness of teachers of additional education to work with children with disabilities and disabled people.
Problem, goal, and tasks. The problem is the contradiction between the education received by a teacher of additional education and the need to develop competencies that allow working with children with disabilities and disabled people. Purpose: to Analyze and identify the level of professional readiness of teachers of additional education in the KHMAO-Yugra to implement inclusive education. Objectives: to conduct a survey aimed at identifying the formation of professional competencies of teachers of additional education necessary in working with children with disabilities and disabilities; to Identify the reasons for the low results of proficiency in professional competencies of teachers of additional education necessary in working with children with disabilities and disabilities.
Materials and methods of research. The article presents materials based on the results of a survey among teachers of additional education aimed at identifying the level of their professional readiness to work with children with disabilities. The survey was conducted using the Google Forms online service.
The results obtained make it possible to speak about the level of readiness of teachers of additional education to work with children with disabilities in the context of the implementation of inclusive education.
Conclusions and conclusions. Based on the processed results, it was revealed that the majority of teachers of additional education have a low and average level of professional readiness. They are not ready to work with children with disabilities and disabilities, they lack a methodological, psychological and pedagogical component. In this regard, fruitful work is needed to develop and conduct professional training and retraining courses, various round tables, trainings, seminars, development of methodological recommendations for the organization of an inclusive educational process, etc.
References
Литература
Кузьмина О.С. Подготовка педагогов к работе в условиях инклюзивного образования : автореф. дис. канд. пед. наук / О.С. Кузьмина. М., 2015. 22С.
Назарова Н.М. Интегрированное (инклюзивное) образование: генезис и проблемы внедрения /Н.М. Назарова // Социальная педагогика. 2010. № 1. С. 8-18.
Некрасова О.А. Анализ готовности педагогов образовательных учреждений к работе в условиях инклюзивного образования / О.А. Некрасова, Н.П. Рассказова // European Social Science Journal. 2015. № 12. С. 305-310.
Приказ Минтруда России от 18.10.2013 № 544-н «Об утверждении профессионального стандарта «Педагог (педагогическая деятельность в сфере дошкольного, начального общего, основного общего, среднего общего образования) (воспитатель, учитель)» // ГАРАНТ информационно-правовое обеспечение. URL: https://base.garant.ru/70535556/
References
Kuzmina O.S. Podgotovka pedagogov k rabote v usloviyah inklyuzivnogo obrazovaniya : avtoref. dis. kand. ped. nauk [Training teachers to work in inclusive education. Abstract of thesis]. Moscow, 2015. 22 p. (In Russ.).
Nazarova N.M. Integrirovannoe (inklyuzivnoe) obrazovanie: genezis i problemyi vnedreniya [Integrated (inclusive) education: Genesis and problems of implementation]. Sotsialnaya pedagogika [Social pedagogy]. 2010. no. 1. pp. 8-18. (In Russ.).
Nekrasova O.A., Rasskazova N.P. Analiz gotovnosti pedagogov obrazovatelnyih uchrezhdeniy k rabote v usloviyah inklyuzivnogo obrazovaniya [Analysis of readiness of teachers of educational institutions to work in the conditions of inclusive education]. European Social Science Journal [European Social Science Journal]. 2015. no. 12. pp. 305-310. (In Russ.).
Prikaz Mintruda Rossii ot 18.10.2013 no. 544-n «Ob utverzhdenii professionalnogo standarta «Pedagog (pedagogicheskaya deyatelnost v sfere doshkolnogo, nachalnogo obschego, osnovnogo obschego, srednego obschego obrazovaniya) (vospitatel, uchitel)» [Order of the Ministry of labor of Russia dated 18.10.2013 no. 544-n "on approval of the professional standard" Teacher (pedagogical activity in the field of preschool, primary General, basic General, secondary General education) (educator, teacher) "]. GARANT informatsionno-pravovoe obespechenie [GARANT information and legal support]. Available at: https://base.garant.ru/70535556/
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