The article is devoted to the problem of compliance of special education teachers training in Ukraine with the implementation of inclusive education in accordance with international standards It was found that despite many years of inclusive policy experience in Ukraine, inclusive practice is not implemented properly The assumptions about gaps in the staffing of inclusive education are made The level of professional readiness among future special education teachers for practice in inclusive educational environment is investigated and analyzed in the article The comprehensive questionnaire developed by the authors was used as a diagnostic tool in current study The questionnaire was designed in accordance with the content of such educational guidelines as the “Professional Development Tool for Improving the Quality of Work of Primary School Teachers” and the “ Profile of Inclusive Teachers” The main professional readiness criteria for practice in inclusive educational environment among future teachers are defined: Interactions; Family and Community; Inclusion, Diversity, and Values of Democracy; Assessment and Planning; Teaching Strategies; Learning Environment; Professional Development The developed questionnaire is aimed to identify the level of development of different professional readiness components, such as: theoretical-cognitive and practical-active The results showed low and medium levels of professional readiness for practice in inclusive educational environment among future special education teachers, that is insufficient to meet the social demand for training specialists to work in the new professional conditions of inclusive education Correlation analysis revealed the leading role of the practical-active component in the system of professional training, which require increased attention to its practical component, based on both university practical training centers and pedagogical internship The current study concludes on the necessity of transformation of professional training content for future special education teachers in accordance with international scientific achievements in the field of providing quality services to children with special educational needs

/pdf/professional-readiness-of-future-special-education-teachers-2fkawlcqe0.pdf

Professional readiness of future special education teachers for inclusive education in ukraine

Teacher Education for Inclusion

This research aims to identify the principles of designing the objects of the inclusive environment with the employment of additive manufacturing technologies, and to discover methods and techniques for creating an inclusive objective environment using the example of our own development. The results of the survey, which has been directed to investigate the topicality of the problem of inclusiveness in Ukraine and the means of its solution, are presented in the article. In the course of work, the principal peculiarities of three-dimensional (3D) modelling and printing technologies have been established, and promising areas of their application have been proposed. The principles of designing an inclusive objective environment have been detected with the use of photogrammetry and 3D printing, due to which the model can be constructed by considering a person’s individual physical characteristics. Moreover, due to the wide range of materials for 3D printing, various types of objects can be realized. It gives great potential for the employment of 3D printing when designing an inclusive environment and considerably simplifies the manufacturing process while taking the individual characteristics of every person into consideration. 

An approach towards the development of an inclusive subject environment using additive manufacturing technologies

Inclusive education in Ukraine at the legislative level started more than 10 years ago, but analytical monitoring studies indicate that the level of education for children with SEN is unsatisfactory. The lack of an inclusive learning strategy andlow level of teachers` readiness to carry out the educational process for children with SEN together with their peers may be factors in this situation. The purpose of the study is to develop and implement an algorithm for enhancing the competence of teachers of inclusive classes. We conducted a training program in eight educational institutions (10 IEP teams), aimed at increasing the level of team interaction and inclusive competence of specialists. To assess the process of inclusive competence`s formation before and after the training program, we used Org-EIQ methodology, motivational orientation test, and teacher self-assessment method « Professional Development Tool for Improving the Quality of Practice in Primary School » . As a result, all teachers have achieved a significant increase in the effectiveness of interdisciplinary support for children with special needs, which have reflected in the positive changes that have occurred in teachers at the professional, interpersonal and personal levels.

/pdf/ways-to-increase-the-inclusive-competence-of-pedagogical-109yhb1wli.pdf

Ways to increase the inclusive competence of pedagogical staff of special needs support team

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Ways to increase the inclusive competence of pedagogical staff of special needs support team