TEACHER ASSISTANT TRAINING PROGRAM FOR INCLUSIVE EDUCATION
DOI:
https://doi.org/10.31392/UDU-nc.series19.2025.48.32Keywords:
inclusive education, improvement program, children with special educational needsAbstract
The article deals with the development and implementation of the author's training program for teachers working in inclusive education. The author emphasizes the need to form professional competencies of a teacher's assistant during developmental and correctional work with children with psychophysical disorders. The developed program consists of theoretical courses, practical trainings, modular training, analysis of specific situations and improvement of skills and abilities to work with children. The modules that make up the in-service training program in their content and organizational structure cover the necessary topics that teacher assistants should know, such as the etiology and pathogenesis of the disease that led to the structure of disorders in the speech and cognitive spheres.
The psychological problems of parents of children with special educational needs are revealed, their emotional state is assessed, strategies, forms and technologies of working with them are identified. Particular attention is paid to psychological support for parents who have children with psychophysical disorders.
The strategies and methods of interaction with parents are identified, which are not only informational but also psychotherapeutic in nature. The motivational, discussion, educational, and regulatory components of the process of acquiring competencies by parents in relation to their children are presented.
It is noted that the experimental program can be implemented in the practice of training specialists to work with families and teachers in an inclusive form of education.
References
1. Baranovska V.S. (2018). PsihologIchna pIdtrimka dItey z osoblivimi osvItnImi potrebami. KiYiv: Logos, 214. [in Ukrainian].
2. Gavrilyuk O.V. (2017). OsoblivostI spIvpratsI pedagogIv ta batkIv dItey z osoblivimi potrebami. LvIv: Vidavnitstvo LvIvskoYi polItehnIki, 301 s. [in Ukrainian].
3. Shulzhenko D. I. (2005). Robota guvernera-psihopedagoga z korektsIYi Intelektualnih ta autistichnih porushen u dItey: navch.-metod. posIb. K.: NPU Im. M. P. Dragomanova, 218 s. [in Ukrainian].
4. Shulzhenko D. I. (2006). OsoblivostI korektsIyno-vihovnoYi roboti z dItmi, yakI strazhdayut na autizm. MetodichnI materIali I zavdannya dlya samostIynoYi roboti studentIv spetsIalnostI 6.010100. DefektologIya. KorektsIyna psihopedagogIka (olIgofrenopedagogIka): navch. posIb. / Kolesnik I. P., PIontkovska G. S. Kravets N. P.; vIdp. red. I. P. Kolesnik. – K.: NPU Im. M. P. Dragomanova, S. 120–130. [in Ukrainian].
5. Shulzhenko D. I. (2007). KorektsIyna rol pedagoga v sImeynomu vihovannI rozumovo vIdstalih dItey. Pitannya doglyadu za osobami z rozumovoyu vIdstalIstyu v suchasnIy defektologIYi: navch. posIb. K.: DIA, S. 7–28. [in Ukrainian].
6. Shulzhenko D. I. (2007). Psihologo-pedagogIchna pIdgotovka dItey z Intelektualnoyu nedostatnIstyu, yakI vpershe vIdvIduyut reabIlItatsIyniy zaklad. Pitannya doglyadu za osobami z rozumovoyu vIdstalIstyu v suchasnIy defektologIYi: navch. posIb. K.: DIA, S. 29–40. [in Ukrainian].
7. Shulzhenko D.I. (2024). OsvItno-psihologIchna IntegratsIya (InklyuzIya) dItey Iz autizmom : monografIya (druge vidannya) KiYiv : UDU ImenI Mihayla Dragomanova, vid-vo HortitskoYi natsIonalnoYi akademIYi, 448 s. ISBN 978-617-7929-13-9.[in Ukrainian].
