CURRENT STATE AND PERSPECTIVES OF STAFFING OF THE NETWORK OF INCLUSIVE - RESOURCE CENTERS

Abstract

This article reveals the actual, problematic aspects of the construction and development of the system of inclusive resource centers. Special attention is devoted to the analysis of such concepts as an inclusive resource center, psychological and pedagogical support, psychological and pedagogical services and correctional and developmental services.

The essence of the leading model of inclusive resource centers of Canada as a model of effective foreign experience is emphasized. An approximate model for ensuring cooperation between IRC consultants and educational institutions is described. The possibilities of optimizing the professional skills of inclusive and resource workers have been analyzed. The professional and personal skills of the teacher, which strengthen the effectiveness of his professional activity, are outlined.

The areas of work of the inclusive resource center are summarized, including the creation of a fund of resource materials; creation and constant updating of the electronic database of educational services available in the region for children with special educational needs; study of positive work experience regarding the implementation of inclusive education in Ukraine and abroad; analysis, selection, development and approval of practice-oriented technologies for psychological and pedagogical support of children studying in an inclusive form; involvement of social partners for effective promotion of the implementation of inclusive education in educational institutions of the region, etc.

Special attention is focused on the interaction of inclusive resource centers with authorities, educational institutions, health care, social protection, as well as the public. It is emphasized that the effectiveness of the organization of the provision of psychological-pedagogical, correctional-developmental services depends on the interaction of the inclusive resource center and the child's psychological-pedagogical support team in the institution of general secondary and preschool education.

Emphasis is placed on the importance of constant interaction and interconnection of relevant social institutions in influencing the individual in society through spheres and conditions of life. It is also noted that its result is the provision of the desired objectively justified and expedient social direction.