Практикум «Інклюзивна освіта» в організації навчальної діяльності майбутніх педагогів

Abstract

У статті здійснено огляд практикума з інклюзивної освіти як навчального видання, яке виконує ряд освітніх, світоглядних та діяльнісних функцій; уточнено поняття «практикум з інклюзивної освіти»; визначено розумові навички студентів та рівні знань, якими мають оволодіти студенти в процесі опрацювання завдань практикума; обґрунтовано принципи, які визначили зміст та форму завдань практикума; перераховано види завдань практикума та критерії оцінювання їх виконань; описано рівні оволодіння інклюзивними компетентнстями відповіно до виконаних завдань практикума; визначено перешкоди у виконанні студентами завдань практикума.

The article reviews the training manual on inclusive education as an educational publication, which performs a number of functions: educational, cognitive, ideological, organizational, motivational, informational, research, forming, developmental. The term «inclusive education training manual» has been specified – this is an educational publication on the subject «Inclusive education», which contains various types of practical tasks, the sequence of which promotes the formation of inclusive competences of future teachers. The priority updated taxonomy of educational goals and tasks (according to V. Bloom) in the structure of the training manual has been determined. The additional levels of knowledge that students have to obtain in the process of studying the basics of inclusive education have been also highlighted: factual, conceptual, procedural, metacognitive knowledge. The author substantiates the principles that determined the content and form of the tasks of the training manual. Among them are: the scientific content, accessibility, completeness, algorithmization, target sufficiency, aesthetics and comfort, searchability, visibility, systemacity and integrity, discreteness, convertibility, minimization, consistency, practicality. It has been proven that the tested training manual is multifunctional. By means of it, the following functions of the educational process are carried out: educational, cognitive, ideological, organizational, motivational, informational, research, forming, developmental. It has been emphasised that the fulfillment of the training manual’s tasks contributes to the development of the students’ intellectual operations, as well as the ability to design, model, regulate and organize the educational process, orientate in the information space, apply various computer programs, plan independent work and use time efficiently. In addition, the types of applied tasks in the training manual are listed: processing of categorical apparatus, codification of information, systematization and grouping of information, addition of missing information, situation analysis, self-attitude, design, matching, justification, processing of additional sources, tests. The system for assessing the completed tasks of the training manual has been determined. To the main assessment criteria: thoroughness, independence of performance, reasoning of one’s own position, timeliness of performance. The levels of tasks performance have been also clarified: theoretical, practical, creative.