Inclusive education of children with disabilities: the teacher competence through the prism of teachers’ assessments / Almanac #46 / Archive / Альманах Института коррекционной педагогики
ALMANAC Institute of Special Education
Almanac #46 " Herzen University: new research in defectology"

Inclusive education of children with disabilities: the teacher competence through the prism of teachers’ assessments

V.Z. Kantor Herzen State Pedagogical University, St.Petersburg
Y.L. Proekt Herzen State Pedagogical University, St. Petersburg

The article presents findings of a study that was aimed to study the specifics of assessment of the importance of inclusive professional competencies of a teacher by various categories of teachers working in general education schools.

According to the results of a qualitative and quantitative analysis of the results of a survey of 416 primary school teachers, secondary school teachers of various profiles, it is stated that in assessing the importance of inclusive competencies of a teacher for achieving educational results of different types by a student with disabilities (SwD), there are significant differences in the subject factor of the area of pedagogical agenda of the teachers. Also, a significant mediating effect of this factor on the assessment of generalized parameters of the competence of a teacher of inclusive education was revealed. The factors associated with the length of service, experience of work in conditions of inclusion, do not have a significant effect on the corresponding parameters, either independently or in joint action.

The results obtained indicate the need for a differentiated approach both to determining the range of professional competencies of an inclusive teacher, and to their formation in the system of retraining and advanced training of teachers of inclusive educational organizations.

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