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DOI: 10.15507/1991-9468.094.023.201901.050-065
Exploring the Personal Model of Interaction with Special Needs Children as Structural Component of Teachers’ Readiness for Inclusive Education
Tatyana V. Safonova
Professor of Chair of Social and Humanities Sciences, State University of Land Use Planning (15 Kazakova St., Moscow 105064, Russia), Dr.Sci. (Pedagogy), ORCID: https://orcid.org/0000-0001-8871-2069, Researcher ID: B-1751-2019, This email address is being protected from spambots. You need JavaScript enabled to view it.
Alexandra S. Suntsova
Associate Professor of Chair of Pedagogy and Pedagogical Psychology, Udmurt State University (1 Universitetskaya St., Izhevsk 426034, Russia), Ph.D. (Pedagogy), ORCID: https://orcid.org/0000-0003-3817-4762, Researcher ID: B-1640-2019, This email address is being protected from spambots. You need JavaScript enabled to view it.
Rakhima G. Aslaeva
Professor of Chair of Continuing Education, The Bashkir Academy of Public Administration and Management under Head of the Republic Bashkortostan (40 Zaki Validi St., Ufa 450000, Russia), Dr.Sci. (Pedagogy), ORCID: https://orcid.org/0000-0001-7455-7854, Researcher ID: B-2259-2019, This email address is being protected from spambots. You need JavaScript enabled to view it.
Introduction. The paper is devoted to a problem of staffing in the inclusive education. Relevance of the study is determined by many difficulties experienced by educators when teaching children with special educational needs in a high school. The authors consider a personality-oriented model of interaction with children as a structural component of professional readiness for inclusive education. The objective of the study is to identify and analyze specifics of the model of teacher-student interaction at different types of high schools.
Materials and Methods. The Maralova-Sitarov’s questionnaire was used, enabling differentiation of teacher orientation by the educational disciplinary or personality-oriented model of interaction in the educational process. To process the study results, nonparametric statistical methods were used (Spearman’s correlation coef ficient and the two-sample test of Mann-Whitney).
Results. Most teachers at various types of schools practice an educational and disciplinary model of interaction with children, which impedes the development of the idea and values of inclusive education (i.e. education adapted to requirement of a child with special needs) in the teachers’ community. However, for teachers of inclusive-education schools and future teachers, compared to teachers of general educational and special institutions, indicators of the personality-oriented model are significantly higher when speaking in terms of tar get and instrumental characteristics of activities.
Discussion and Conclusion. The study showed both the teacher community adherence to authoritarian stereotypes and the marked trend towards overcoming them by inclusive school teachers and students that reflects the desire for personal and professional self-development. The study reveals new explanations of teacher problems related to mastering the state-of-art educational strategy. In future, the components of the teacher’s personal and professional readiness for inclusive education should be identified. The article may be of interest to educators and specialists dealing with issues of staff provision for inclusive education.
Keywords: inclusive education, personal and professional readiness of teachers, personality-oriented model of interaction, educational-disciplinary model of interaction, special educational needs
Acknowledgements: The authors are grateful to the editorial team and reviewer for valuable comments and recommendations.
For citation: Safonova T.V., Suntsova A.S., Aslaeva R.G. Exploring the Personal Model of Interaction with Special Needs Children as Structural Component of Teachers’ Readiness for Inclusive Education. Integratsiya obrazovaniya = Integration of Education. 2019; 23(1):50-65. DOI: 10.15507/1991-9468.094.023.201901.050-065
Contribution of the authors:
Tatyana V. Safonova – concept, theoretical justification of the research; generalization of the results; revision of the text.
Alexandra S. Suntsova – theoretical analysis of sources; collection and processing of research materials; analysis and generalization of the data obtained.
Rakhima G. Aslaeva – the concept, theoretical substantiation of the research; organization of research; discussion of the results.
All authors have read and approved the final manuscript.
Submitted 15.05.2018; revised 19.09.2018; published online 29.0 3.2019.
This work is licensed under a Creative Commons Attribution 4.0 License.
