Дисертаційне дослідження присвячене проблемі формування
психологічної готовності педагогів закладів загальної середньої освіти до
інклюзивного навчання дітей з особливими освітніми потребами.
Проаналізовано стан проблеми у загальній та спеціальній психолого-
педагогічній літературі, узагальнено сутність поняття «психологічна готовність
вчителів закладів загальної середньої освіти до інклюзивного навчання дітей з
особливими освітніми потребами»; обгрунтовано структуру психологічної
готовності вчителів до інклюзивного навчання дітей з особливими освітніми
потребами, визначено показники, критерії та рівні її сформованості; розроблено,
апробовано та підтверджено ефективність тренінгової програми, спрямованої на
фомування психологічної готовності педагогів закладів загальної середньої
освіти до інклюзивного навчання дітей з особливими освітніми потребами;
доведено позитивний вплив психологічної готовності вчителя на соціально-
психологічний клімат в інклюзивному класі та соціальний статус учнів з
особливими освітніми потребами у ньому.
Диссертационное исследование посвящено проблеме формирования
психологической готовности педагогов общеобразовательных школ к
инклюзивному обучению детей с особыми образовательными потребностями.
Проанализировано состояние проблемы в общей и специальной психолого-
педагогической литературе, обобщено содержание понятия «психологическая
готовность учителей общеобразовательных школ к инклюзивному обучению
детей с особыми образовательными потребностями»; обоснованно структуру
психологической готовности учителей к инклюзивному обучению детей с
особыми образовательными потребностями, определены показатели, критерии и
уровни ее сформированности; разработано, апробировано и подтверждено
эффективность тренинговой программы, направленной на формование
психологической готовности педагогов общеобразовательных школ к
инклюзивному обучению детей с особыми образовательными потребностями; доказано положительное влияние психологической готовности учителя на
социально-психологический климат в инклюзивном классе и социальный статус
учащихся с особыми образовательными потребностями.
Dissertation research devoted to the problem of the formation of the
psychological readiness of teachers to inclusive education of children with special
educational needs.
The state of the problem in the general and special psychological and pedagogical
literature is analysed. The content of the concept "psychological readiness of the
teacher to inclusive education of children with special educational needs" is defined.
The structure of psychological readiness of teachers of general secondary educational
institutions to inclusive education of children with special educational needs is
substantiated and the content of its components is described: motivational, cognitive,
operational and personal.
The expediency and content of the methodology of experimental research of
teachers' psychological readiness to inclusive education of children with special
educational needs are developed and substantiated. The criteria, indicators and levels
of psychological readiness of teachers of general secondary educational institutions to
inclusive education of children with special educational needs are determined.
As a result of the ascertainment experiment, the state of psychological readiness
of teachers of general secondary educational institutions to inclusive education of
children with special educational needs was revealed. It is established that the least
developed is the motivational component of teachers' psychological readiness to
inclusive education of children with special educational needs.
The influence of teachers' psychological readiness on the social and psychological
climate in the inclusive class and the social status of pupils with special educational
needs in it were investigated. It was found that pupils with special educational needs
have considerable difficulties in adapting to the conditions of general secondary
education: the vast majority of them have low social status in the class, do not feel a
part of it and negatively evaluate the relations in it. The assumption was made that the
situation may improve in the case of psychological training of teachers of general
education for inclusive education of children with special educational needs, changes
in their social attitudes towards them.
The training program of forming the psychological readiness of teachers of
general secondary educational institutions to inclusive education of children with
special educational needs was developed, substantiated and described. The training program "Psychological readiness of the teacher to inclusive education of children
with special educational needs as a precondition for its effectiveness" aims at solving
the following tasks: formation of positive motivation of teachers for professional
activity in new unusual conditions; formation of positive perceptual attitudes towards
children with special educational needs; development of the personal qualities of
educators that are significant for work in the conditions of inclusion (empathy,
tolerance, ability to self-analysis, etc.); formation of positive "I-concept" of teachers;
deepening the knowledge of teachers about the content and specificity of inclusive
education, psychological features of children with special educational needs;
development of skills that will facilitate adaptation and a conscious choice of
behaviours while working in conditions of inclusion. The experimental implementation
of the training program has led to an increase in the indicators of the development of
all structural components of the psychological readiness of teachers of secondary
educational institutions to inclusive education of children with special educational
needs, which has proved its expediency and effectiveness.
On the basis of quantitative and qualitative analysis of the results of diagnostics
of the groups of inclusive classes before and after conducting a formative experiment
with educators, there was confirmed the assumption about the dependence of the social
and psychological climate of the collective in the inclusive class and the social status
of pupils with special educational needs on the level of psychological readiness of
teachers to inclusive education of children with special educational needs.
