PROFESSIONAL TRAINING OF MASTER’S LEVEL SPECIALISTS OF THE EDUCATIONAL AND VOCATIONAL PROGRAM «INCLUSIVE EDUCATION. CORRECTIVE PEDAGOGY» AT T.H. SHEVCHENKO NATIONAL UNIVERSITY «CHERNIHIV COLEHIUM»

Abstract

The purpose of the article is to carry out a theoretical analysis of various approaches to the professional readiness of a future specialist to work in an inclusive space. And to analyze the main aspects of professional training of masters of the EP «Inclusive Education. Correctional Pedagogy» at T.H. Shevchenko National University «Chernihiv Collegium».

Methodology. The problem of professional development of a specialist, the formation of his professionalism in the context of modern humanistic approaches is successfully developed in labor psychology, professional pedagogy, which is reflected in the scientific work of I. Bekh, E. Klymov, S. Batyshev, O. Romanova, V. Rybalka, etc. The fundamental foundations of the renewal of higher pedagogical education, the development of theoretical and methodological principles of professional and pedagogical training of future teachers are revealed in the works of V. Andrushchenko, Zh. Virna, O. Gluzman, V. Semichenko, L. Khomych, etc.

The problem of training a modern specialist to work with children with special educational needs has been the subject of many studies by domestic and foreign scientists in the field of correctional pedagogy, in particular V. Bondar, V. Zasenko, A. Kolupaeva, S. Mytnyk, N. Nazarova, V. Ponykarova, N. Popova, K. Gudz, L. Savchuk, V. Synyova etc.

Conclusions. At the present stage, specially trained specialists are needed. And the majority lack psychological and pedagogical training, lack motivation to work with children with special needs, have fear, despair, a desire to avoid such work, etc. Therefore, it is very important to prepare specialists for work, provide them with tools and models of alternative learning, help them master deep knowledge of their subject, technologies, methods of working with children with special educational needs. A modern understanding of the organization of education of children with special needs makes it possible to consider special training of a specialist as a mandatory component of the educational process. An integral aspect of his professional competence are special psychological and pedagogical, anatomical and physiological knowledge, skills and abilities, personal traits, behavioral strategies, stereotypes and attitudes that allow implementing and applying effective pedagogical educational technologies for all categories of children with special needs.