PEDAGOGICAL PRINCIPLES FORMATION OF INCLUSIVE COMPETENCE OF FUTURE SPECIAL TEACHERS
DOI:
https://doi.org/10.59787/2413-5488-2024-48-4-34-43Keywords:
inclusive education, inclusive competence, professional competenciesAbstract
In the last decade, inclusive education has become the major integral parts of our lives. There are many studies on its implementation in the education system of Kazakhstan. However, there are very few studies of the inclusive competence of an inclusive education special teachers (defectologists). In the context of Kazakhstan, it is important to study the development of a model of knowledge and competencies necessary for the training of special teachers in inclusive education.How we can inclusive education be related to the inclusion of scientific research in the quality assessment system of an educational institution. Questions arise how to link profiles in inclusive education with inclusive education. The main aim of the research is to distinguish inclusive education as a new model of education and propose an individual methodology or a set of recommendations on the development of special teachers’ professional competencies. Therefore, we consider the model and principles for the development of special competencies of future special teachers in the context of inclusive education. As a result of analysis and formation of a model we gave recommendations for analyzing the pedagogical issues and formation of future special teachers' inclusive competencies. The results of the research can be used in creating educational programs in an inclusive education and consideration of methodology development for inclusive training special teachers for inclusive schools.
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