AN INTEGRATIVE APPROACH IN THE PROFESSIONAL TRAINING OF FUTURE REHABILITATION TEACHERS
DOI:
https://doi.org/10.31392/UDU-nc.series19.2025.49.22Keywords:
professional training, rehabilitation teacher, integrative approach, pedagogical rehabilitation, biopsychosocial model, inclusive education, special education, professional competence, multidisciplinary team, professional standardAbstract
The article reveals the theoretical and practical foundations of professional training for future rehabilitation teachers in the context of the transformation of Ukraine’s educational system and the growing social demand for specialists capable of providing comprehensive educational and rehabilitation services. The essence of pedagogical rehabilitation is analyzed as a key component of a new educational paradigm focused on the development of life competencies, personal growth, and social integration of individuals with special educational needs. Particular attention is paid to the implementation of an integrative approach in the professional training process of future rehabilitation teachers, which involves the combination of psychological and pedagogical, biomedical, social, and information-technological components within educational programs. It is emphasized that the integrative approach contributes to the formation of systemic thinking, the development of interdisciplinary interaction skills, and ensures the readiness of specialists to work in multidisciplinary teams aimed at implementing the biopsychosocial model of rehabilitation. The study generalizes scientific approaches to defining the functions and professional roles of a rehabilitation teacher in an inclusive educational environment and outlines the structure of professional competence, which encompasses cognitive, operational, communicative, and reflective components. The role of the rehabilitation teacher as a coordinator of team interaction among educators, psychologists, medical professionals, and parents is highlighted. The necessity of aligning professional requirements and job responsibilities of such specialists within inclusive resource centers, educational and rehabilitation institutions, and comprehensive support centers for individuals with special educational needs is emphasized. The article substantiates the expediency of developing a modern professional qualification standard that takes into account the integrative approach and emerging socio-educational challenges.
It has been established that the effective training of future rehabilitation teachers requires further scientific reflection on its content, forms, and methods of implementing the integrative approach, improvement of the professional competence structure, and strengthening of the practical orientation of the educational process to ensure their readiness for interdisciplinary cooperation within the system of educational and rehabilitation services.
References
1. Borysova, I. S. (2024). Analiz svitovoho dosvidu shchodo pidkhodiv do vyznachennia invalidnosti: po shliakhu reformy systemy medyko-sotsialnoi ekspertyzy. Medical Perspectives/Medičnì Perspektivi, 29(2). https://doi.org/10.26641/2307-0404.2024.2.307469.
2. Horishna, N. M., & Slozanska, H. I. (2021). Suchasnyi stan i potentsiini mozhlyvosti vykorystannia MKF-DP v inkliuzyvnii osviti Ukrainy. https://doi.org/10.51706/2707-3076-2021-4-9.
3. Dovidnyk kvalifikatsiinykh kharakterystyk profesii pratsivnykiv. Vypusk 80 «Sotsialni posluhy» (dostup otrymano 09.11.2025). URL: https://zakon.rada.gov.ua/rada/show/v0045739-16#Text.
4. Kabinet Ministriv Ukrainy. (2019). Postanova № 221 «Pro zatverdzhennia Polozhennia pro spetsialnu shkolu ta Polozhennia pro navchalno-reabilitatsiinyi tsentr» (iz zminamy). Retrieved from https://zakon.rada.gov.ua/laws/show/221-2019-%D0%BF#Text
5. Kalinichenko, I. O. (2025). Osoblyvosti zastosuvannia mizhnarodnoi klasyfikatsii funktsionuvannia, obmezhennia zhyttiediialnosti ta zdorovia ditei i pidlitkiv u zakladakh doshkilnoi osvity . Imidzh suchasnoho pedahoha, (2(221), 27–32. https://doi.org/10.33272/2522-9729-2025-2(221)-27-32.
6. Koreneva, I. M. (2024). Pidhotovka maibutnikh vchyteliv-reabilitolohiv do profesiinoi diialnosti v umovakh voiennoho stanu. Redaktsiina kolehiia, S. 24.
7. Lavnikov, O.A & Lesyk, A.S. (2020). Intehratyvnyi pidkhid u systemi vyshchoi osvity: poniattia i osoblyvosti. Vìsnik Unìversitetu ìmenì Alʹfreda Nobelâ: Serìâ Pedagogìka ì Psihologiâ. (1). 195-199. https://doi.org/10.32342/2522-4115-2020-1-19-23.
8. Radkevych, V.O. & Luparenko L.A. Molod Ukrainy: vyklyky ta adaptatsiia v umovakh voiennoho stanu: informatsiino-analitychni materialy do derzhavnoi dopovidi pro stanovyshche molodi v Ukraini Kyiv: Instytut profesiinoi osvity NAPN Ukrainy, 2025. 37 s.
9. Orhanizatsiino-metodychni zasady diialnosti inkliuzyvno-resursnykh tsentriv: navchalno-metodychnyi posibnyk / Za zah. red. M.A. Poroshenko ta in. Kyiv, 2018. 252 s.
10. Sasina I., Hrebeniuk T., Medvedok L. Kliuchovi polozhennia mizhnarodnoi polityky shchodo reabilitatsii osib z obmezhenniamy povsiakdennoho funktsionuvannia. Naukovyi chasopys Natsionalnoho pedahohichnoho universytetu imeni M. P. Drahomanova. Seriia 19: Korektsiina pedahohika ta spetsialna psykholohiia. Kyiv, 2023. Vyp. 44. S. 73-82. URL: http://enpuir.npu.edu.ua/handle/123456789/41793.
11. Synov V., Shevtsov A. Suchasni pytannia metodolohii systemy nauk pro spetsialnu osvitu. Vyshcha osvita Ukrainy. 2021. №1. S. 63-71. https://doi.org/10.31392/NPU-VOU.2021.1(80).08
12. Slatvinska, A. A. (2021). Profesiina pidhotovka uchyteliv-reabilitolohiv do roboty v umovakh inkliuzyvnoho navchannia: teoriia i praktyka : monohrafiia. Uman,. 227 s.
13. Shevtsov, A. H. (2022). Suchasni vyklyky epokhy postmodernu do pidhotovky fakhivtsiv u sferi spetsialnoi osvity ta inkliuzyvnoho navchannia. Osvita osib z osoblyvymy potrebamy: vyklyky. S. 332-338.
14. Cherednyk A. Requirements for future rehabilitation specialists in the professional activity. Revistă ştiinţifică progresivă. 2018. № 1. P. 9‒15.
15. Connor, D. J., & Ferri, B. A. (2006). The conflict within: resistance to inclusion and other paradoxes in special education. Disability & Society, 22(1), 63–77. https://doi.org/10.1080/09687590601056717 .
16. Freedman, J., Applebaum, A., Woodfield, C., & Ashby, C. (2019). Integrating disability studies pedagogy in teacher education. Journal of Teaching Disability Studies, 1(1), 1-40. https://jtds.commons.gc.cuny.edu/integrating-disability-studies-pedagogy-in-teacher-education/
17. Ware, L. (2001). Writing, Identity, and the Other: Dare We Do Disability Studies? Dare We Do Disability Studies? Journal of Teacher Education, 52(2), 107-123. https://doi.org/10.1177/0022487101052002003.
18. World Health Organization. (2001). International classification of functioning, disability and health: ICF. World Health Organization. https://apps.who.int/iris/handle/10665/42407.
