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Л.Н. Гумилев атындағы ЕҰУ Хабаршысы
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| Л.Н. Гумилев атындағы ЕҰУ Хабаршысы
24 deficiency of necessary competencies of future professionals does not form a holistic view of the work with these children content. Moreover, the problem of training in high schools of educational psychologists to work with children with developmental problems in the system of inclusive education is not enough developed. As a result, graduates have difficulty boarding further integration into society. Given the global approach to the education of children with disabilities together with normally devel- oping peers, in Kazakhstan during recent years has intensified the process of their integration and inclusion in the general education environment. The widespread introduction of the ideas of integration and inclusion in mainstream schools of Ka- zakhstan is largely dependent on the skills that provides changes in the training of future teachers. And from this perspective is particularly important problem of the inclusive competence of future teachers’ formation as part of their professional competence. The meaning of “professional competence of the teacher” is widely regarded in the foreign psycholog- ical and pedagogical literature 90s. of XX century. Some researchers have linked the professional com- petence to the concept of culture (E.V. Bondarevskaya, E. Popova, A.I. Piskunov); others with the level of professional education (B.S. Gershunskyi); defined it as one of the subjective personality traits, is effective at professional activities (D.M. Grishin, N.V. Kuzmina, A.K.Markova, L.M. Mitina, A.I. Piskunov and others); consider competence as a system, including knowledge, skills, professional and personal qualities important to ensure the performance of professional duties (T.G Brazhe, N.I. Zaprudskyui) [2]. Despite the differences in approaches to defining the essence of this concept, most researchers consider the professional competence of the teacher as a systemic phenomenon, and this term is understood the complex integrative personal education, provides the possibility to successfully carry out professional activities. Currently, in Kazakhstan pedagogy has developed competence approach in the field of general and vo- cational education (Sh.T. Taubaeva, K.Zh.Aganina, M.Zh. Zhadrina, Zh.A.Zhusipova, B.T. Kenzhebekov and others). Competence approach as a result of learning objectives and determines the formation of key competences at various levels, expressed in the future professional activity as competence [3]. Most recent publications related to professional competence (O.M. Bobienko, G.V. Nikitina, A.P. Tryapitsyna and others) contains one or the other interpretation of its structure and composition of key competencies or competencies necessary for modern man (pupils, students, professional). Despite the fact that the formation of professional competence and core competencies of experts in educational research paid a lot of attention, the formation of the inclusive competence of future teachers have not been studied yet [4]. Inclusive Education in Kazakhstan is under development, so the task of establishing the country’s in- clusive education system requires solutions at the state level. It will provide inclusive education for children with special educational needs equal to their healthy peers development opportunities needed for maximum adaptation and full valuable integration into society. Inclusion is recognized as a more developed, humane and efficient system of education not only for children with special educational needs, but also healthy children. Inclusion gives the right to education for everyone, regardless of compliance or noncompliance with the criteria of the school system. The school does not only educational function, but also is the main spheres of life of the child. Through respect and acceptance of the individuality of each of them is the formation of personality, which has its own educational trajectory. Pupils at the school are in a group, learn to interact with each other, build relationships, together with the teacher creatively solve educational problems. It can be surely told that inclusive education is expanding personal abilities of all children, helps to develop such qualities as humanity, tolerance, a willingness to help. The concept of inclusive educational institution [5] is a recognition of the value of every child, re- gardless of child’s personal psychophysical characteristics, cognitive, academic and other achievements defines the main condition for inclusion: school adapts to the student, and not opposite, which is a positive for the dominant primary school enrollment, consisting of normally developing children who are learning to respect and appreciate their classmates with special needs, see what lies below the disability, to empa- thize and help perceiving the world in all its diversity and there by forming a tolerant space school we are all different, but we are equal. |