Skip to Main Content

Bulletin of Practical Psychology of Education
2020. Vol. 17, no. 4, 68–77
https://doi.org/10.17759/bppe.2020170407
ISSN: 2658-3100 (online)

The Program of Psychological and Pedagogical Support in the Conditions of the Formation of Teachers’ Readiness for the Implementation of Inclusion

 
Audio is AI-generated
484

PDF (RUS)
Online translation in english
GS
Information
in Google Scholar
Metrics

Abstract

The support program is dedicated to the problem of psychological and pedagogical readiness of secondary schools’ teachers for the implementation of inclusive education for children with disabili-ties. The article touches on topical problematic issues that relate to the professional difficulties of a teacher of a mass school, associated with a lack of knowledge about the specifics of the develop-ment of children with special educational needs, methods and technologies for working with them, as well as the psychological difficulties of their emotional acceptance. Particular attention is paid to the development of a system of comprehensive support for teachers entering the inclusive process. The purpose of the psychological support of teachers is to provide psychological support within the framework of inclusive education (innovative activity) and the formation of the teacher’s psychologi-cal readiness for the implementation of inclusion.

General Information

Keywords: inclusive education, children with disabilities, psychological readiness of a teacher to implement in-clusion

Journal rubric: Scientific Validity of the Practices of Psychological and Pedagogical Work with Childhood Implemented in the Education System

OpenAlex citations: 1

OpenAlex topics: Psychology of Development and Education, Educational Methods and Teacher Development, Education and Professional Development

Information about the work in OpenAlex

Number of citations: 1

Topics

Psychology of Development and Education

This cluster of papers explores various aspects of psychology in education, focusing on topics such as the Zone of Proximal Development, inclusive education, cultural-historical theory, educational environment, psychological well-being, teacher training, learning motivation, adolescent development, social cognition, and digital learning. The papers delve into the intersection of psychology and education to understand the developmental processes and challenges in educational settings.

Number of works: 77596  |  Total number of citations: 232137

Topic detailsв OpenAlex

Educational Methods and Teacher Development

This cluster of papers covers a wide range of topics related to innovative approaches in education, technology integration, and sustainable development. It includes research on online learning, teacher training, curriculum design, cognitive development, digital literacy, and the impact of technology on education. The cluster also explores the role of education in adapting to global challenges such as the COVID-19 pandemic and emphasizes the importance of sustainable consumption of energy resources.

Number of works: 52821  |  Total number of citations: 78980

Topic detailsв OpenAlex

Education and Professional Development

This cluster of papers explores trends in higher education, focusing on digitalization, pedagogical innovation, professional development, educational technology, sustainability, entrepreneurship, student-centered learning, e-learning, and educational management.

Number of works: 15401  |  Total number of citations: 24548

Topic detailsв OpenAlex

Work details in OpenAlex

DOI: https://doi.org/10.17759/bppe.2020170407

Published

For citation: Melnik, O.V. (2020). The Program of Psychological and Pedagogical Support in the Conditions of the Formation of Teachers’ Readiness for the Implementation of Inclusion. Bulletin of Practical Psychology of Education, 17(4), 68–77. (In Russ.). https://doi.org/10.17759/bppe.2020170407

© Melnik O.V., 2020

License: CC BY-NC 4.0

References

  1. Ageeva I.A. Uspeshnyi uchitel’: treningovye i korrektsionnye programmy. Saint-Petersburg: Rech’, 2006. 208 p. (In Russ.).
  2. Alekhina S.V., Alekseeva M.A., Agafonova E.L. Gotovnost’ pedagogov kak osnovnoi faktor uspeshnosti inklyuzivnogo protsessa v obrazovanii. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2011, no. 1, pp. 83–92. (In Russ.).
  3. Akhmedov T. Prakticheskaya psikhoterapiya: vnushenie, gipnoz, meditatsiya. Moscow: Torsing, 2003. 448 p. (In Russ.).
  4. Bogomolova E.A., Podol’skaya I.A., Spizhenkova M.A. (eds.). Informatsionno-metodicheskoe soprovozhdenie inklyuzivnogo obrazovaniya. Metodicheskie rekomendatsii dlya pedagogov doshkol’nykh i shkol’nykh obrazovatel’nykh organizatsii. Kaluga, KGU im. K.E. Tsiolkovskogo Publ., 2013. 44 p. (In Russ.).
  5. Kopytin A.I. Rukovodstvo po gruppovoi art-terapii. Saint-Petersburg: Rech’, 2003. 320 p. (In Russ.).
  6. Voznyak I.V, Uzyanova I.M. (eds.). Psikhologo-pedagogicheskoe soprovozhdenie deyatel’nosti uchitelya: monitoring, analiz, konsul’tatsii, elektronnyi diagnosticheskii kompleks. Volgograd: Uchitel’, 2015. 150 p. (In Russ.).
  7. Filina S.V. O sindrome professional’nogo vygoraniya i tekhnike bezopasnosti v rabote pedagogov i drugikh spetsialistov sotsial’noi sfery. Shkol’nyi psikholog = School Psychologist, 2003, no. 36, pp. 12–13. (In Russ.).
  8. Vopel K. W. Chtoby deti byli schastlivy: psikhologicheskie igry i uprazhneniya dlya detei shkol’ nogo vozrasta. Moscow: Genezis, 2006. 255 p. (In Russ.).

Information About the Authors

Olesya V. Melnik, Teacher-Psychologist, Gymnasium of the city of Maloyaroslavets, Maloyaroslavets, Russian Federation, ORCID: https://orcid.org/0000-0002-3390-8803, e-mail: olesy-melnik@mail.ru

Metrics

 Web Views

Whole time: 1250
Previous month: 18
Current month: 11

 PDF Downloads

Whole time: 484
Previous month: 14
Current month: 5

 Total

Whole time: 1734
Previous month: 32
Current month: 16