DEVELOPING TEACHERS’ READINESS TO OVERCOME STRESS AND ANXIETY IN CHILDREN WITH FUNCTIONAL SENSORY IMPAIRMENTS UNDER CRISIS CONDITIONS
DOI:
https://doi.org/10.31392/UDU-nc.series19.2026.50.07Keywords:
teachers’ readiness, stress, anxiety, primary school children, functional sensory impairments, inclusive educational environment, permacrisis, resilience, stabilization tools, sensory adaptationAbstract
The article substantiates the psychological and pedagogical foundations of developing teachers’ readiness to overcome stress and anxiety in primary school children with functional sensory impairments (visual or auditory modality) under crisis conditions. The specifics of anxiety as an adaptive state of hypervigilance arising in a situation of permacrisis due to a deficit of safety-related information are examined.
The three-component structure of readiness among special educators and inclusive classroom teachers is defined, encompassing cognitive, psychotechnical, and personal levels. Practical stabilization tools for immediate response ("here and now") are systematized and adapted to the sensory needs of blind, visually impaired, and deaf children (safety visualization, tactile checklists, 3D symbols, proprioceptive regulation, somatic grounding, and simplified art techniques).
The importance of mastering these algorithms to reduce professional anxiety in general education teachers and to ensure effective inclusion is proven. Recommendations are formulated for integrating simulation training and case-study methods into professional teacher training.
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References
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