Levels of formation motivation-emotional readiness of future speech therapist to work in the conditions of inclusive education
We described the levels of formation of the motivational-emotional readiness of future speech therapists to work in conditions of inclusive education. The authors used the questionnaire and analysis method. The authors highlighted the criterion of the motivational-emotional readiness of future speech therapists for work in an inclusive educational institution and indicators for it: persistence and purposefulness in obtaining vocational and technological knowledge; emotional stability; motivation for the success of their duties.
The criterion of motivational-emotional readiness takes into account the motives, attempts of the future speech therapist to persistently and purposefully work in an inclusive educational institution, his stable emotional state when working with children with peculiarities of development. We must take into account the regulation of various mental conditions of the child with psychophysical defects, correction of its defects in the interaction "speech therapist - child". Accordingly, in inclusive education, the interaction with the child should not complicate her cognitive and educational activities, especially since the child’s health depends on the educational and emotional load.
We have developed experimental tasks for a singular criterion to determine the levels of the formation of the motivational and emotional readiness of future speech therapists to work in inclusive educational institutions. We have formed a grading scale for each task.
We have identified three levels of the formation of future motivational-emotional readiness of future speech therapists to work in inclusive education: high, medium, and low.
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