Scholarly record

PROFESSIONAL SELF-DETERMINATION AS A CONDITION OF REALIZATION OF PERSONAL POTENTIAL OF THE TEACHER TO TEACH CHILDREN WITH DISABILITIES

E.Sanina, M. Akhmadov, S. Uamanov

Abstract

The authors analyse the current situation related to methodological and practical aspects of preparation of pedagogical profile bachelors specialising in education for children with disabilities. Integration of inclusive education at schools and universities of the country. Based on the experience of various universities, systemised and created special educational programs of additional education. An important condition of training is the professional self-determination. Methods: the authors of this article to explore the personal qualities of the educator for work with children with disabilities, and used theoretical methods of research: study of scientific literature, research in psychology; Method case studies to highlight specific features of the personal characteristics of the bachelors. Use experimental methods allowing to justify and to prove the hypothesis of the study. Results: We found that the problem of preparation of bachelors of education for children with disabilities requires resolving contradictions in the formation of socio-psychological competence. The result depends largely on the professional self-identity. The authors define the key components of the professional competence of teachers working with children with disabilities. Conclusions: finding constructive ways to prepare students to implement inclusive education highlights the need to address the concept of "professional identity" as characteristic of the person providing the success of professional activity. This approach is of interest as a model building of a personal professional approach in achieving readiness of the bachelor of teaching to work with children with disabilities.

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