Professional training of future bachelors of special education for the use of digital technologies in an inclusive educational space
DOI:
https://doi.org/10.31110/2616-650X-vol9i2-006Keywords:
professional training, future bachelors of special education, use of digital technologies, inclusive educational spaceAbstract
The article is devoted to the problem of professional training of future bachelors of special education for the use of digital technologies in an inclusive educational space. It has been proved that the process of professional training of future bachelors of special education for the use of digital technologies in an inclusive educational space should be subordinated to an appropriate model, which includes methodological approaches (systemic, axiological, integrative, health-preserving, BYOD-approach, visual-digital), didactic principles (strength knowledge, abilities and skills, accessibility, consciousness, activity and independence, systematicity and consistency, scientific character, visualization, connection between theory and practice) and specific principles (professional activity of a specialist in an inclusive educational space; professional training of future bachelors of special education; digitalization of an inclusive educational space ) teaching principles, forms (lectures-visualization; trainings, master classes from stakeholders; seminars, laboratory work; industrial practice; practice on making mu multimedia materials), methods (creating a situation of interest, problem learning, interactive, game, design), means (Internet resources; communication programs; educational platforms; open educational resources; illustrative; mobile; specialized software; digital health technologies; professionally oriented learning tasks, provide training for future bachelors of special education for the use of DT in an inclusive educational space. The effectiveness of the model of professional training of future bachelors of special education for the use of digital technologies in an inclusive educational space has been experimentally tested and confirmed. The statistical analysis of the results of the pedagogical experiment confirmed the positive statistically significant dynamics in the levels of readiness of future bachelors of special education to use digital technologies in an inclusive educational space.
References
Florian L. Conceptualising inclusive pedagogy: The inclusive pedagogical approach in action. Inclusive pedagogy across the curriculum. International perspectives on 457 inclusive education / In J. Deppeler, T. Loreman, R. Smith; L. Florian (Eds.). London: Emerald Group Publishing, 2015. Vol. 7. P. 11–24.
Forlin C., Chambers D. Teacher preparation for inclusive education: Increasing knowledge but raising concerns. Asia-Pacific Journal of Teacher Education. 2011. V. 39. № 1.
Hamburg I., Bucksch S. Inclusive Education and Digital Social innovation. Advances in Social Sciences Research Journal, 2017. Vol.4 (5), pp. 161–169
Saloviita T. Special education and inclusion. Education. 2006. Vol. 37(4). P. 326– 342.
Takala M., Pirttimaa R., Törmänen M. Inclusive special education: the role of special education teachers in Finland. British Journal of Special Education. 2009. Vol. 36. № 3. P. 162-172.
Teacher Education for Inclusion. Profile of Inclusive Teachers. European Agency for Development in Special Needs Education. 2012. URL: https://www.europeanagency.org/sites/default/files/Profile-of-Inclusive-Teachers.pdf
Kolupaieva A. A., Taranchenko O. M. Inkliuzyvna osvita : vid osnov do praktyky : Monohrafiia, K. : TOV «ATOPOL», 2016. 152 s.
Zasenko V.V., Kolupaieva A.A., Moroz B.S., Ovsianyk V.P Vykorystannia informatsiinykh tekhnolohii v umovakh spetsialnoho ta inkliuzyvnoho navchannia ditei zi slukhomovlennievymy porushenniamy https://lib.iitta.gov.ua/711574/1/
Inkliuzyvna pedahohika pochatkovoi shkoly : Navch.-metod. posib. / Uklad. I. I. Demchenko. Uman : Vizavi, 2014. 320 s.
Bykov V. Yu. Suchasni zavdannia informatyzatsii osvity. Informatsiini tekhnolohii i zasoby navchannia. 2010. № 1 (15). URL: https://journal.iitta.gov.ua/index.php/itlt/article/download/25/13
Semenikhina E., Drushlyak M., Bondarenko Yu., Kondratiuk S., Dehtiarova N. Cloud-based service GeoGebra and its use in the educational process: the BYOD-approach // TEM JOURNAL – Technology, Education, Management, Informatics. 2019. Vol.8, No.1. R. 65-72. DOI: 10.18421/TEM81-08.
Semenikhina O. V., Drushlyak M. G., Bondarenko Yu. A., Kondratiuk S. M., Ionova I. M. Open Educational Resources as a Trend of Modern Education // Proceedings of 42 International convention on information and communication technology, electronics and microelectronics “MIPRO 2019”, Opatija (Croatia), 20-24 travnia, 2019. – R. 779 - 782
Semenikhina O. Ways of formation and development of IT-competency in the process of professional preparation students. Education. Innovation. Practice. 2018. Issue 1(4). P.44-51.
Rudenko Yu., Semenikhina O. Analysis of distance learning experience in colleges of Sumy region of Ukraine. Education during a pandemic crisis: problems and prospects / Eds. Tetyana Nestorenko & Tadeusz Pokusa Opole, 2020. R. 175-181
Voitenko A., Semenikhina O. To the question about inclusive educational space in the training of informatics of children with intellectual disabilities. Education. Innovation. Practice. 2019. Issue 2 (6). R. 6-9. http://eip-journal.in.ua/index.php/eip/article/view/73
Semenikhina O., Yurchenko A., Sbruieva A., Kuzminskyi A., Kuchai O., Bida O. The Open Digital Educational Resources In IT-Technologies: Quantity Analysis. Information technologies and learning tools. V. 75 Issue 1. P.331-348
Yurchenko A., Semenikhina O., Rudenko Yu., Shamonia V. The Digital Teshnology in IT-Education: the View of Ukrainian University. Zbirnyk naukovykh prats Natsionalnoho universytetu korablebuduvannia imeni admirala Makarova, 2020. №4 (482). S. 129-133. https://doi.org/10.15589/znp2020.4(482).15
Heta A. V., Zaika V. M., Kovalenko V. V. Suchasni zasoby IKT pidtrymky inkliuzyvnoho navchannia : navchalnyi posibnyk / za zah. red. Yu.H. Nosenko. Poltava : PUET, 2018. 261 s.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
- Authors grant the journal a right of the first publication of the work under a Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0)that allows others freely to use (read, copy and print) submissions, search content and link to published articles, disseminate their full text and use them for any legitimate non-commercial purposes (i.e. educational or scientific) with the mandatory reference to the article’s authors and initial publication in this journal.
- Original published articles cannot be used by users (exept authors) for commercial purposes or distributed by third-party intermediary organizations for a fee.
