ARPHA Proceedings 3: 1897-1909, doi: 10.3897/ap.2.e1897
Problems of Implementing an Inclusive Concept of Educational Organizations of the Republic of Tatarstan
expand article infoMarina P. Osipovskaya, Olga V. Laukart-Gorbacheva, Nailya R. Gafiatullina
Open Access
An interdisciplinary study examines the problems of implementing the concept of inclusive education in the education system of the Republic of Tatarstan. An urgent problem is the lack of training of teachers of General education organizations to work with children with disabilities who have special educational needs, which makes it necessary to form professional competencies of teachers related to the development of the ability to design and implement innovative technologies of educational and correctional work aimed at achieving educational results.The purpose of the study is to identify opinions of teachers about the difficulties of implementing the concept of inclusive education in the national educational system and their readiness to be active in the new conditions.As the object of the author's research was chosen pedagogical discourse. Written works (essays) of primary school teachers and subject teachers were used as a communication space reflecting pedagogical discourse.Discourse analysis was used as the main research method.The results of the analysis of pedagogical discourse confirmed the research hypothesis about the lack of training of teachers of the General education system to work with children with disabilities and indicate that the common problem of all teachers is the lack of positive motivation to work; lack of special knowledge about the organization of the educational process; practical skills necessary to work with children with special educational needs.The research data presented in the article gives grounds to say that the Republican education system should create conditions for the development of inclusive practices using the network interaction of educational organizations, health and social protection institutions, constant methodological support for teachers, innovative teaching experience.
concept of inclusive education, children with disabilities, special educational needs, professional competencies of teachers, readiness for pedagogical activity in modern conditions, pedagogical discourse, network interaction.