Methodical training of teachers working with schoolchildren with intellectual development disabilities
Palabras clave:the pedagogical worker’s readiness, inclusion, the teacher’s competence, the teacher’s scientific and methodical activity, work in inclusive conditions.
Working with children with special educational needs requires a high level of the teacher’s competence and high-quality organizational work to constantly improve the educational process’s effectiveness. The purpose of the academic paper is to determine the main features of the pedagogical workers’ readiness to work with schoolchildren with intellectual disabilities, to study the success factors of this process and to highlight the effectiveness degree of its components. Several general and special methods of studying analytical information were used during the research. As a result the success features and individual characteristics of the pedagogical staff’s readiness to work with schoolchildren with intellectual development disorders were determined.
Accardo, A. L., Bean, K., Cook, B., Gillies, A., Edgington, R., Kuder, S. J., & Bomgardner, E. M. (2019). College access, success and equity for students on the autism spectrum. Journal of autism and developmental disorders, 49, 4877-4890.
Anctil, T. M., Ishikawa, M. E., & Tao Scott, A. (2008). Academic Identity Development Through Self- Determination. Career Development for Exceptional Individuals, 31(3), 164-174. Doi: https://doi.org/10.1177/0885728808315331
Bettencourt, G., Kimball, E., & Wells, R. S. (2018). Disability in postsecondary STEM learning environments: What faculty focus groups reveal about definitions and obstacles to effective support. Journal of Postsecondary Education and Disability, 19.
Bondarenko, T.V. (2018). Using information and communication technologies for providing accessibility and development of inclusive education. Information Technologies and Learning Tools, 67(5), 31-43. https://doi.org/10.33407/itlt.v67i5.2241
Brinton, B., & Fujiki, M. (2017). The power of stories: Facilitating social communication in children with limited language abilities. School Psychology International, 38(5), 523-540 https://doi.org/10.1177/0143034317713348
Cage, E., & Howes, J. (2020). Dropping out and moving on: A qualitative study of autistic people’s experiences of university. Autism, 24, 16641675. https://doi.org/10.1177/1362361320918750
Chupakhina, S. (2019). Information technologies in inclusive education: future teacher’s readiness. International Scientific Conference Scientific Development of New Eastern Europe: Conference Proceedings, Baltija Publishing, 1, 85-89. https://doi.org/10.30525/978-9934-571-89-3_31
Collins, A., Azmat, F., & Rentschler, R. (2019). Bringing everyone on the same journey: revisiting inclusion in higher education. Studies in Higher Education, 44, 1475-1487. https://doi.org/10.1080/03075079.2018.1450852
Conti-Ramsden, G., Mok, P., Durkin, K., Pickles, A., Toseeb, U., & Botting, N. (2019). ¿Do emotional difficulties and peer problems occur together from childhood to adolescence? The case of children with a history of developmental language disorder (DLD). European Child & Adolescent Psychiatry, 28, 993-1004. https://doi.org/10.1007/s00787-018-1261-6
Forber Pratt, A.J., Lyew, D.A., Mueller, C., & Samples, L.B. (2017). Disability identity development: A systematic review of the literature. Rehabilitation psychology, 6, 98- 207. https://doi.org/10.1037/rep0000134
Goodall, G., Mjøen, O.M., Witsø, A.E., Horghagen, S., & Kvam, L. (2022). Barriers and Facilitators in the Transition from Higher Education to Employment for Students with Disabilities: A Rapid Systematic Review. Frontiers in Education, 7, 882066. https://doi.org/10.3389/feduc.2022.882066
Grimes, S., Southgate, E., Scevak, J., & Buchanan, R. (2020). University Student Experiences of Disability and the Influence of Stigma on Institutional Non-Disclosure and Learning. Journal of Postsecondary Education and Disability, 33, 23-37.
Hong, Q.N., Fábregues, S., Bartlett, G., Boardman, F., Cargo, M., & Dagenais, P., et al. (2018). The Mixed Methods Appraisal Tool (MMAT) version 2018 for information professionals and researchers. Education and Information Technologies, 34, 285-291. https://doi.org/10.3233/EFI-180221
Li, H., Lin, J., Wu, H., Li, Z., & Han, M. (2021). How do I survive exclusion? Voices of students with disabilities at China’s top universities. Children and Youth Services Review, 120, 105738. https://doi.org/10.1016/j.childyouth.2020.105738
Moriña, A., & Orozco, I. (2022). Inclusive learning strategies at university: the perspective of Spanish faculty members from different knowledge areas (Estrategias de aprendizaje inclusivo en la universidad: la perspectiva del profesorado español de distintas áreas de conocimiento). Culture and Education, 34(2), 231-265. https://doi.org/10.1080/11356405.2022.2031786
Mykyteichuk, K., Perepeliuk, I., Perkhun, L., Bondarenko, Y., Yakovleva, S., & Sydoruk, I. (2022). Future Teacher Training for Work in the Inclusive Education Framework. Revista Românească pentru Educaţie Multidimensională, 14(2), 244-256. https://doi.org/10.18662/rrem/14.2/578
Raptis, J., & Spanaki, E. (2017). Teachers’ Attitudes Regarding the Development of Socio Emotional Skills in Elementary Schools in Greece. International Journal of Psychology and Educational Studies, 4(1), 21-28. https://doi.org/10.17220/ijpes.2017.01.003
Shamshiri-Petersen, D., & Krogh, C. (2020). Disability Disqualifies: A vignette experiment of Danish employers’ intentions to hire applicants with physical disabilities. Scandinavian Journal of Disability Research, 22, 198-209. https://doi.org/10.16993/sjdr.661
Stebljuk, S., Bondarenko, Y., Torop, K., Yarmola, N., Kuzava, I., & Shulzhenko, D. (2021). Formation of Communication Skills in Junior Schoolchildren with Intellectual Disabilities in the Conditions of Inclusive Education. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 12(4), 329-345. https://doi.org/10.18662/brain/12.4/253
Syeda, K.A., Jeffries, D., Chakraborty, A., Lietz, P., Kaushik, A., Rahayu, B., Armstrong, D., & Sundarsagar, K. (2021). PROTOCOL: Teacher professional development for disability inclusion in low- and middle-income Asia-Pacific countries: An evidence and gap map. Campbell Systematic Reviews, 17,1201. https://doi.org/10.1002/cl2.1201
Derechos de autor 2023 Kristina Torop, Nataliia Yarmola, Marharyta Dergach, Nataliia Kvitka, Snizhana Trykoz, Bohdana Vasylenko
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.