Model of the training system of the future specialist in the field of special education for professional activities in the inclusive educational space
The competent pedagogical model of the inclusive institution of education and the model of the training system of such a specialist for professional activity in the inclusive educational environment is offered for consideration by the pedagogical and scientific community.
During their development, the generalization of theoretical foundations of teacher training for work in inclusive educational institutions, outlined in international scientific publications, was used. Also it was used structural analysis for consideration of constructive blocks of the system of professional training of special educators and dynamic simulation to present the research results.
The stages of the model construction are described: the statement of the problem of modeling, the construction of the model, the application of the model. It is noted that the last stage - the application of the model - is the most complicated and within our study is presented introduction of the specialization «Inclusive education» for students of the specialty «Special Education» in the educational process of Borys Grinchenko Kyiv,University which makes it possible to evaluate the effectiveness of the proposed model and the adequacy of its construction.
The model of the special teacher of the inclusive institution of education, its competence, which became the basis for its development, is presented. Based on the proposed model of a specialist to professional activity in an inclusive educational space, a model for training such a specialist, consisting of the target, conceptual, organizational, content-procedural, and effective components, has been developed.
The presented model of the system of preparation of a special teacher of an inclusive institution of education is aimed at ensuring a high and sufficient level of formation of readiness for professional activity in the inclusive educational environment, which will eventually contribute to the enhancement of the quality of inclusive education.
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