To download article.DOI: 10.15507/1991-9468.110.027.202301.082-099
The Practice of Inclusive Education of Children with Disabilities: The Quality of Competence Support
Vitaly Z. Kantor
Dr.Sci (Ped.), Professor, Professor of Chair of Fundamentals of Defectology and Rehabilitation, The Herzen State Pedagogical University of Russia (48 Moika Emb., Saint Petersburg 191186, Russian Federation), ORCID: https://orcid.org/0000-0002-9700-7887, Scopus ID: 57197712404, Researcher ID: Y-6834-2018, This email address is being protected from spambots. You need JavaScript enabled to view it.
Yuliya L. Proekt
Cand.Sci (Psychol.), Associate Professor, Associate Professor of the Chair of Psychology of Professional Activity, The Herzen State Pedagogical University of Russia (48 Moika Emb., Saint Petersburg 191186, Russian Federationa), ORCID: https://orcid.org/0000-0002-1914-9118, Scopus ID: 57197748967, Researcher ID: D-9792-2017, This email address is being protected from spambots. You need JavaScript enabled to view it.
Irina E. Kondrakova
Cand.Sci (Ped.), Associate Professor, Associate Professor of Chair of Preschool Pedagogy, The Herzen State Pedagogical University of Russia (48 Moika Emb., Saint Petersburg 191186, Russian Federation),ORCID: https://orcid.org/0000-0002-8123-740X, Scopus ID: 57320997700, This email address is being protected from spambots. You need JavaScript enabled to view it.
Olga V. Litovchenko
Associate Professor of Chair of Theory and History of Pedagogy, The Herzen State Pedagogical University of Russia (48 Moika Emb., Saint Petersburg 191186, Russian Federation), ORCID: https://orcid.org/0000-0002-0621-9236, Researcher ID: D-6086-2017, This email address is being protected from spambots. You need JavaScript enabled to view it.
Svetlana E. Zalautdinova
Assistant of Chair of Theory and History of Pedagogy, The Herzen State Pedagogical University of Russia (48 Moika Emb., Saint Petersburg 191186, Russian Federation), ORCID: https://orcid.org/0000-0002-3182-9941, This email address is being protected from spambots. You need JavaScript enabled to view it.
Abstract
Introduction. The aim of this paper was to look into the status of competence-based support for the inclusive education of children with disabilities from the standpoint of the unity of the competence-based approach to the preparation and professional activity of a teacher at an inclusive educational organization. Its relevance is defined by the need to determine the level of formation of inclusive competence of teachers in its direct correlation with the competence models embedded in the programs of inclusive-oriented university’s training of teachers.
Materials and Methods. The study involved 1 340 teachers working in inclusive educational organizations of general and additional education. They do not have university training in the field of defectology. The diagnostic and methodological basis for assessing the level of formation of inclusive professional competencies of a teacher was the authors-developed test that combined test tasks to identify the readiness of teachers to implement the right professional actions and decisions in conditions of inclusion.
Results. The results obtained indicate the imbalance in the formation of the key components of the professional competencies of teachers for inclusive education. Teachers have the most pronounced inclusive competencies in the field of individual or joint support with other specialists of a child with disabilities in the educational process and the organization of an individual learning route for him/her. The least pronounced component of inclusive professional competencies is the knowledge about development of children with disabilities. The success of solving situational problems is mediated by the nature of teachersʼ activities and their inclusive practice experience.
Discussion and Conclusion. The research materials may be in demand when designing training programs, professional retraining and advanced training of teachers of inclusive educational organizations, as well as in the framework of express diagnostics of the level of formation of inclusive competencies of teachers.
Keywords: teacher professional competence, inclusive education, inclusive competence, children with disabilities, the level of formation of inclusive competencies, teacher, teacher of additional education
Funding: The study was funded by the Ministry of Education of the Russian Federation on the organization of work on fundamental and applied scientific research for 2021–2022 (study “Improvement and assessment of professional competencies of teachers of inclusive educational organizations”).
Conflict of interests: The authors declare no conflict of interest.
For citation: Kantor V.Z., Proekt Yu.L., Kondrakova I.E., Litovchenko O.V., Zalautdinova S.E. The Practice of Inclusive Education of Children with Disabilities: The Quality of Competence Support. Integration of Education. 2023;27(1):82–99. doi: https://doi.org/10.15507/1991-9468.110.027.202301.082-099
All authors have read and approved the final manuscript.
Submitted 08.06.2022; revised 13.09.2022;
accepted 19.09.2022.
Author contribution:
V. Z. Kantor – development of the concept of the study; defining a research strategy; development of theoretical and methodological framework of the study; conceptualization of the conclusions.
Yu. L. Proekt – mathematical-statistical processing of empirical data; preparation of analytical and graphic materials based on the results of the test; analysis and interpretation of research results.
I. E. Kondrakova – theoretical analysis of literature; ensuring the collection of information during the testing of teachers.
O. V. Litovchenko – development of test procedures; preparation of tools for data collection; testing of teachers.
S. E. Zalautdinova – development of test tasks; collection and processing of primary materials; technical design of the manuscript of the paper.
This work is licensed under a Creative Commons Attribution 4.0 License.
