DEVELOPMENT OF TEACHERS' PSYCHOLOGICAL AND PROFESSIONAL READINESS FOR TEACHING CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

Abstract

The article analyzes the features of the development of psychological and professional readiness of teachers to teach children with special educational needs. The purpose of the article is to analyze the content and methodology of forming psychological and professional readiness of teachers to teach children with special educational needs. Research methods: study and analysis of pedagogical, psychological, scientific and research literature on the topic; generalization of pedagogical experience; analysis of legislative and regulatory documents relating to inclusive education and education in general; questionnaire, pedagogical experiment. The study showed that the relevance of this issue is extremely high in view of modern educational reforms that seek to ensure equal opportunities for all students to receive quality education, including those with special educational needs. The previous day, a ascertaining stage of the experiment was conducted, which determined which components it is necessary to improve the psychological and professional training of teachers in order to ensure high quality inclusive education. Therefore, the formative stage of the experiment consisted of two main tasks: developing a methodology for forming knowledge, skills, and abilities of psychological and professional readiness of teachers for teaching children with special educational needs and testing the methodology in order to consolidate and improve the psychological and professional readiness of teachers for teaching children with special educational needs. The overall results of the study showed that a high level prevails in both groups: Boryspil IRC (83%), Bileykiv Lyceum (94%). The results of the “Emotional Response Scale” confirmed the improvement of emotional stability and readiness of teachers to work in an inclusive environment. Conclusions. Effective implementation of inclusive education requires not only modernization of infrastructure and curricula, but also proper psychological and professional training of teachers. Therefore, it is important to introduce various methodologies to improve the professional and psychological readiness of teachers for teaching children with special educational needs.