The essence and specifics of organizing the teachers training for children with disabilities

MAMCHUR, Lidia, Liudmyla SHUPPE, Viktoriya BARKASI, Mariia BYKOVA and Iryna BODNARUK. The essence and specifics of organizing the teachers training for children with disabilities. Amazonia Investiga. Research Group Languages, Representation, 2023, vol. 12, No 71, p. 149-161. ISSN 2322-6307. Available from: https://dx.doi.org/10.34069/AI/2023.71.11.13.

Basic information

• Original name: The essence and specifics of organizing the teachers training for children with disabilities
• Authors: MAMCHUR, Lidia, Liudmyla SHUPPE, Viktoriya BARKASI, Mariia BYKOVA and Iryna BODNARUK.
• Edition: Amazonia Investiga, Research Group Languages, Representation, 2023, 2322-6307.

Other information

• Original language: English
• Type of outcome: Article in a journal
• Confidentiality degree: is not subject to a state or trade secret
• WWW: URL
• Impact factor: Impact factor: 0.600 in 2022
• Organization unit: Faculty of Arts
• Doi: http://dx.doi.org/10.34069/AI/2023.71.11.13
• UT WoS: 001156596500014
• Keywords in English: inclusive competence; professional training of future teachers; components of inclusive competence; teacher's professional activity; pedagogical conditions

Abstract

In the article, to research the place of inclusive competence in the professional training of future teachers, the ways of forming inclusive competence in the professional training of future teachers, and the development of pedagogical conditions for the formation of inclusive competence, we found out the state of inclusive readiness of future students for inclusive activities among students. The results of the ascertainment experiment showed the need for the formation of inclusive competence in future teachers as early as possible and to continue throughout their lives with the aim of high-quality inclusive education of students. For the formation of inclusive competence of future teachers, we identified the components of inclusive competence, clarified theplace of inclusive competence in society and the teacher's professional activity, revealed the content of axiological, anthropological, holistic, personal, activity, differentiated, competence approaches, clarified important principles and developed and implemented pedagogical conditions for the formation of inclusive competence with the aim of quality inclusive education of students. As a result of the conducted research, we observe a higher formation of inclusive competence in the experimental groups than in the control groups.