DESIGN COMPETENCE OF INCLUSIVE RESOURCE CENTER SPECIALISTS

Abstract

The article summarizes information regarding the design competence of education professionals. This competence is defined as a person's professional ability to develop, plan, implement, and evaluate projects within their area of expertise, taking into account specific conditions, resources, needs, and goals. In general terms, design competence includes the ability to analyze situations (identify needs, problems, and resources); formulate project goals and objectives; develop an action plan (structure, stages, resources, timelines); implement the project (execution, teamwork); monitor and evaluate results; and reflect on and adjust activities.

In the professional activity of educators, particularly specialists of Inclusive Resource Centers (IRCs), design competence refers to the ability to, based on a comprehensive assessment of a child with special educational needs, develop an Individual Development Program (IDP); determine optimal educational strategies and support methods; coordinate work with teachers, parents, and other professionals; and monitor the effectiveness of correctional and developmental interventions. This competence is an integral part of professional competence, including inclusive, pedagogical, and diagnostic competencies.

Inclusive education in Ukraine is undergoing active transformation, with the development of Inclusive Resource Centers (IRCs) playing a pivotal role in supporting children with special educational needs (SEN). As IRCs evolve into key institutions for interdisciplinary assessment and individualized educational support, the professional competence of their specialists becomes increasingly critical. Among the essential competencies required is design competence, which is gaining recognition as a foundational element of effective professional practice.

This article summarizes and analyzes the concept of design competence as it pertains to IRC specialists—psychologists, speech therapists, special educators, rehabilitation professionals, and others. Design competence is understood as the professional ability to purposefully plan, develop, implement, and evaluate Individual Development Programs (IDPs), educational strategies, and correctional interventions for children with SEN. This process involves taking into account the child’s psychophysical characteristics, developmental needs, capacities, and the broader social and educational context.

The article outlines five core components of this competence: Analytical – the ability to interpret diagnostic findings and contextual data; Goal-setting – the formulation of measurable and realistic developmental objectives; Technological – the application of tools and methods for personalized support; Prognostic – forecasting the potential outcomes of interventions; Reflective – assessing the effectiveness of implemented strategies and adjusting them accordingly.

Design competence ensures a truly individualized approach in working with children with SEN, promotes high-quality interdisciplinary teamwork, and strengthens collaboration between IRC staff, educators, and families. While this competence is still emerging as a distinct subject of academic inquiry in Ukraine, it is increasingly acknowledged within broader studies on inclusive education, professional development, and interprofessional cooperation.