Tutor Competencies in Inclusive Education: Specifics of Professional Training Curricula

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Abstract

The article provides a comparative analysis of the features of readiness and ability for tutor support as components of professional competencies of students of higher and secondary vocational education, as well as working tutors. The sample of this study is represented by 159 respondents – 67 working tutors, 33 undergraduates in the direction of higher education "Psychological and pedagogical education", 59 respondents, of which 28 undergraduates of higher education (direction "Social work") and 31 students of secondary vocational education (specialty "Social work"). The study was carried out using the scales developed by us to assess professional competencies for tutor support in the context of inclusive education. The answers to the questionnaire were collected remotely using the "Anketolog" system and processed statistically using the SPSS Statistics 18.0 program. In all groups of respondents, the revealed statistically significant correlations between the scales corresponded to the connections of similar scales used in international studies. It is shown that students of the social direction are more ready to implement tutor functions related to the actualization of the subject position of students, and students of the psychological and pedagogical orientation of the programs are more familiar with the knowledge, methods of work that ensure the creation of special conditions for education for the child as an object of psychological pedagogical support. It is concluded that when preparing graduates of secondary vocational and higher education, it is necessary to balance the development by graduates of competencies aimed at mastering the methods and techniques of creating special educational conditions for students with disabilities, and competencies associated with methods and techniques that support their active, involved participation in the process of education, the harmonious combination of which makes up the specifics of tutor support in the context of inclusion.

General Information

Keywords: preparation of students for tutoring of students with disabilities, inclusive education, readiness and ability as components of professional competencies

Journal rubric: Clinical and Special Psychology

Article type: scientific article

DOI: https://doi.org/10.17759/psyedu.2022140206

Funding. The study was carried out within the framework of the state task of the Ministry of Education of the Russian Federation dated 01.21.2022 No. 073-00110-22-01 “Scientific and methodological justification and development of a tutor training program to accompany students with disabilities, with disabilities in accordance with the professional standard "Education Specialist"”.

Acknowledgements. The authors are grateful to L.M. Prokopyeva for preparing the digital version of the questionnaire and statistical processing of the obtained data.

Received: 31.05.2022

Accepted:

For citation: Samsonova E.V., Bystrova Yu.A., Shemanov A.Yu., Kutepova E.N. Tutor Competencies in Inclusive Education: Specifics of Professional Training Curricula [Elektronnyi resurs]. Psychological-Educational Studies, 2022. Vol. 14, no. 2, pp. 84–99. DOI: 10.17759/psyedu.2022140206. (In Russ., аbstr. in Engl.)

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Information About the Authors

Elena V. Samsonova, PhD in Psychology, Head of the Research and Methodological Centre of the Institute of Inclusive Education Problems, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0001-8961-1438, e-mail: samsonovaev@mgppu.ru

Yuliya A. Bystrova, Doctor of Psychology, Assistant Professor, Leading Researcher, Scientific and Methodological Center of the Institute of Inclusive Education Problems, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-1866-0993, e-mail: bystrovayua@mgppu.ru

Alexey Y. Shemanov, Doctor of Philosophy, Professor of the Department of Special Psychology and Rehabilitation, Faculty of Clinical and Special Psychology, Leading Researcher, Scientific Laboratory of the Federal Center for the Development of Inclusive General and Additional Education, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0003-3925-3534, e-mail: shemanovayu@mgppu.ru

Elena N. Kutepova, PhD in Education, Associate Director Institute of Inclusive Education Problems, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-5347-9583, e-mail: KutepovaEN@mgppu.ru

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