Release:2015, Vol. 1. №4(4)
About the authors:Natalia N. Malyarchuk, Dr Sci. (Ped.), Cand. Sci. (Med.), Professor, Tyumen State University; firstname.lastname@example.org
Abstract:The authors of the article analyze the problems and barriers in the implementation of inclusion in education (intensification of professional activity of teachers, the lack of psychological, methodical and organizational readiness to implement inclusive education, the shortage of special educators); present goals, objectives of the results of the work of the International competence Centre for inclusive education, its experience in teachers’ professional development. The components of readiness of teachers to work with children with special educational needs (axiological, emotional-motivational, cognitive, operational competence, communicational, reflexive), specified the employment action competence «the willingness of teachers to work with children of different heterogeneous groups», developed trust, substantive, procedural and diagnostic blocks of the model of formation of readiness of future teachers. The target block reflects the integration of requirements of the Federal state educational standard, professional standard of a teacher, and the Federal state standard of General education. The contents block includes the introduction of special sections of teaching, using specific learning tools, high-quality individualization of learning, spatial and temporal organization of the educational environment. The process block comprises the forms, methods, and means of training students to work in inclusive educational environment basing on active approach. Moreover, as the result of this work the modernization of teacher training curriculum was undertaken; 10 new modules for the organization of work with heterogeneous groups were introduced into the curriculum: «Migration and pluralism in contemporary society», «Organization of work with heterogeneous groups», «Integrated education of people with special needs».