Lubov Pryadko
Sumy Regional Institute of Postgraduate Pedagogical Education (Ukraine)
Svitlana Myronova
Kamianets-Podilskyi Ivan Ohiienko National University (Ukraine)
https://doi.org/10.53656/ped2024-3.05
Abstract. Professional support for teachers plays a crucial role in the implementation of inclusive education. In the study, the concept of “professional support for teachers” refers to the existence of close social ties between the administration (school principal and his deputies), colleagues, parents of children with SEN, and teachers of postgraduate pedagogical education institutions, who are the main resource for professional support. The aim of the study was to identify current problems of professional support for teachers of inclusive education in a general secondary education institution. It is established that the administration of the institution is mainly interested in the formation of additional competencies of teachers. The problems in which teachers need professional support are identified, in particular: increasing incentives to work with children with SEN; involving special educators in the provision of correctional and developmental services; providing funding for institutions to create an inclusive educational environment; conducting educational work with parents to form adequate expectations of their children; providing teachers with practical advice on minimizing unwanted behavior and modifying educational material for children with intellectual difficulties and autism spectrum disorders. It was found that the activity and motivation of parents of children with SEN to cooperate plays an exceptional role in providing support to teachers.
Keywords: professional support for teachers, a child with special educational needs, inclusive education, institute of postgraduate education, advanced training courses
Свързани статии:
Inclusive Education: Essence, Prerequisites for Its Emergence, Challenges and Opportunities
Assessments of Teachers and Parents of Children with Developmental Disabilities on Inclusion in Pre-School Institutions
Guidelines for the Inclusion of Marginal Family Communities in Educational Institutions
Attitudes and Preferences for Reading among Students in Bulgaria and Abroad
