Поддержка учителя в инклюзивном образовании

5092

Аннотация

В статье рассматриваются вопросы предоставления учителю поддержки в ситуации инклюзивного образования как главного условия успешности реализации инклюзии. В качестве методологической основы анализа используется ресурсный подход. Приводятся способы расширения круга поддержки учителя, аргументы в пользу задействования всех работников инклюзивной школы для создания инклюзивной команды и необходимость заинтересованности в совместной работе как администрации, так и учителей основного состава и коррекционных педагогов.

Общая информация

Ключевые слова: ресурсы, инклюзивное образование, учитель, школа, коррекционный педагог, поддержка

Рубрика издания: Психология специального и инклюзивного образования

Тип материала: научная статья

Для цитаты: Силантьева Т.А., Алехина С.В. Поддержка учителя в инклюзивном образовании [Электронный ресурс] // Современная зарубежная психология. 2014. Том 3. № 3. С. 5–15. URL: https://psyjournals.ru/journals/jmfp/archive/2014_n3/72696 (дата обращения: 02.12.2023)

Литература

  1. Avramidis E., Elias E. The influence of teaching experience and professional development of Greek teachers’ attitudes towards inclusion. European Journal of Special Needs Education, 2007. Vol. 22, no. 4, pp. 367–389. doi:10.1080/08856250701649989.
  2. Ben-Yehuda S., Leyser Y., Last, U. Teacher educational beliefs and sociometric status of special educational needs (SEN) in inclusive classrooms. International Journal of Inclusive Education, 2010. Vol. 14, no. 1, pp. 17–34. doi:10.1080/13603110802327339.
  3. Brackenreed D. Inclusive education: Identifying teachers’ strategies for coping with perceived stressors in inclusive classrooms [Electronic resource]. Canadian Journal of Educational Administration and Policy, 2011. Vol. 122, pp. 1–37. Available at: http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ936704 (Accessed 21.10.2014).
  4. Crawford C. Supporting Teachers: A Foundation for Advancing Inclusive Education. Toronto, Ont.: L’Institut Roeher Institute, 2004. 23 p.
  5. Carter E.W., Hughes C. Including high school students with severe disabilities in general education classes: Perspectives of general and special educators, paraprofessionals, and administrators. Research & Practice for Persons with Severe Disabilities, 2006. Vol. 31, no. 1, pp. 174–185
  6. Cook B.G., Cameron D.L., Tankersley M. Inclusive teachers’ attitudinal ratings of their students with disabilities [Electronic resource]. Journal of Special Education, 2007. Vol. 40, no. 4, pp. 230–238. Available at: http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ758193 (Accessed 21.10.2014).
  7. Coutsocostas G., Alborz A. Greek mainstream secondary school teachers’ perceptions of inclusive education and of having pupils with complex learning disabilities in the classroom/school. European Journal of Special Needs Education, 2010. Vol. 25, no. 2, pp. 149–164. doi:10.1080/08856251003658686.
  8. De Simone J.R., Parmar R.S. Middle school mathematics teachers’ beliefs about inclusion of students with learning disabilities. Learning Disabilities Research & Practice, 2006. Vol. 21, no. 2, pp. 98–110. doi: 10.1111/j.1540-5826.2006.00210.x.
  9. Dinh Thi Nguyet, Le Thu Ha Preparing. Teachers for Inclusive Education [Electronic resource]. Baltimore: Catholic Relief Services. 2010. 36 p. Available at: http://www.crsprogramquality.org/storage/pubs/education/edhowto_vietnam2.pdf (Accessed 21.10.2014).
  10. Dybvik A.C. Autism and the inclusion mandate: What happens when children with severe disabilities like autism are taught in regular classrooms? Daniel knows, Education Next, 2004. Vol. 42, no. 8, pp. 43–49.
  11. Paraeducator training materials to facilitate inclusive education: Initial field-test data / Giangreco M.F., Backus L., Cichoski Kelly E., Sherman P., Mavropoulos Y. // Rural Special Education Quarterly, 2011. Vol. 30, no. 1, pp. 14–23.
  12. Glazzard J. Perceptions of the barriers to effective inclusion in one primary school: Voices of teachers and teaching assistants [Electronic resource]. Support for Learning, 2011. Vol. 26, no. 2, pp. 56–63. Available at: http://dx.doi.org.ezproxy.liberty.edu:2048/10.1111/j.1467-9604.2011.01478.x (Accessed 21.10.2014).
  13. Harpell J.V., Andrews J.W. Administrative leadership in the age of inclusion:Promoting best practices and teacher empowerment. Journal of Educational Thought, 2010. Vol. 44, no. 2, pp. 189–210.
  14. Harrower J.K., Dunlap G. Including children with autism in general education classroom: A review of effective strategies. Behavior Modification, 2001. Vol. 25, pp. 762–784.
  15. Heward W.L. Exceptional children: An introduction to special education (8th ed.).Upper Saddle River, NJ: Merrill/Prentice-Hall. 2006. 768 p.
  16. Horne P.E., Timmons V. Making it work: Teachers’ perspectives on inclusion. International Journal on Inclusive Education, 2009. Vol. 13, no. 3, pp. 273–286. doi:10.1080/13603110701433964.
  17. Lingo A.S., Barton-Arwood S.M., Jolivette K. Teachers working together: Improving learning outcomes in the inclusive classroom—practical strategies and examples. Teaching Exceptional Children, 2011. Vol. 43, no. 3, pp. 6–13.
  18. Nochajski S. Collaboration between team members in inclusive educational settings [Electronic resource]. Occupational Therapy in Health Care, 2001. Vol. 15, no. 3–4, pp. 101–112. Available at: http://www.aaiddjournals.org/doi/abs/10.1352/1934-9556-48.1.14 (Accessed 21.10.2014).
  19. Rea P., Connell J. A guide to coteaching. Principal Leadership, 2005. Vol. 5, no. 9, pp. 36–41.
  20. Ryan J. Establishing inclusion in a new school: The role of principal leadership. Exceptionality Education International, 2010. Vol. 20, no. 2, pp. 6–24.
  21. Scruggs T.E., Mastropieri M.A., McDuffie K.A. Co-Teaching in Inclusive Classrooms: A Metasynthesis of Qualitative Research. Exceptional Children, 2007. Vol. 73, no. 4, pp. 392–416.
  22. Simpson R.L., Boer-Ott S.R., Smith-Myles B. Inclusion of learners with autism spectrum disorders in general education setting. Topics in Language Disorders, 2003. Vol. 23, no. 2, pp. 116–133.
  23. Teachers' views of inclusion. Vaughn S., Schumm J.S., Jallad B., Slusher J., Saumell L. Learning Disabilities Research and Practice, 1996. Vol. 11, no. 2, pp. 96–106.
  24. Waldron N.L., Redd L. Providing a full circle of support to teachers in an inclusive elementary school. Journal of Special Education Leadership, 2011. Vol. 24, no. 1, pp. 59–61.
  25. Waldron N.L., Mc Leskey J., Redd L. Setting the direction: The role of the principal in developing an effective, inclusive school. Journal of Special Education Leadership, 2011. Vol. 24, no. 2, pp. 51–60.

Информация об авторах

Силантьева Татьяна А., лаборант-исследователь, Института проблем инклюзивного образования, ФГБОУ ВО МГППУ, Москва, Россия, e-mail: tanyasilantieva@yandex.ru

Алехина Светлана Владимировна, кандидат психологических наук, доцент, директор Федерального центра по развитию инклюзивного общего и дополнительного образования, Московский государственный психолого-педагогический университет (ФГБОУ ВО МГППУ), Москва, Россия, ORCID: https://orcid.org/0000-0002-9374-5639, e-mail: ipio.mgppu@gmail.com

Метрики

Просмотров

Всего: 5018
В прошлом месяце: 5
В текущем месяце: 0

Скачиваний

Всего: 5092
В прошлом месяце: 2
В текущем месяце: 0