PROFESSIONAL TRAINING OF TEACHERS AS A CHALLENGE FOR INCLUSIVE EDUCATION MANAGEMENT
Abstract
The article is devoted to the preparedness of secondary school teachers to implement inclusive education for children with disabilities in regular schools. The preparedness of teachers is one of the main issues that require the development of training programs and psychological support for the participants of the inclusive process. The description includes the main professional difficulties of regular school teachers, related to emotional acceptance and knowledge of the characteristics of children with special education needs.
References
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3. Ainscow, M., Barrs, D. and Martin, J., Taking school improvement into the classroom. Paper presented at the International Conference on School Effectiveness and Improvement, Manchester,
UK, January, 1998, p. 137
4. Evans M., Gambhir M., Inquiry into Practice: Reaching every student Through Inclusive Curriculum, C. Rolheiser, Ontario Institute for Studies in Education of the University of Toronto
(OISE), 2001, pp. 49–55
5. Fulcer, G., Disabling Policies? A Comparative Approach to Education Policy and Disability, Lewes: Falmer Press, 1989, p. 267
6. Lipsky D. K., Gartner A., Achieving full inclusion: Placing the student at the center of educational reform, W. Stainback and S. Stainback (Eds). Controversial issues confronting special education: Divergent perspectives. Boston: Allyn & Bacon, 1991, pp. 93-121
7. Simona D’Alessio, Inclusive Education in Italy A Critical Analysis of the Policy of Integrazione Scolastica, Institute of Education, University of London, UK, SENSE PUBLISHERS ROTTERDAM/
BOSTON/TAIPEI, 2001, p. 83-107
8. Teacher Trainees’ Level of Preparedness for Inclusive Education in Botswana Schools: Need for Change, International Journal of Scientiï¬ c Research in Education, ISSN: 1117-3259, December Vol. 2(2), 2009, p. 51-58
9. Лошакова И.И., ЯрÑкаÑ-Смирнова Е.Ð ., Ð˜Ð½Ñ‚ÐµÐ³Ñ€Ð°Ñ†Ð¸Ñ Ð² уÑловиÑÑ… дифференциации: проблемы инклюзивного Ð¾Ð±ÑƒÑ‡ÐµÐ½Ð¸Ñ Ð´ÐµÑ‚ÐµÐ¹- инвалидов, Социально-пÑихологичеÑкие проблемы Ð¾Ð±Ñ€Ð°Ð·Ð¾Ð²Ð°Ð½Ð¸Ñ Ð½ÐµÑ‚Ð¸Ð¿Ð¸Ñ‡Ð½Ñ‹Ñ… детей. Саратов: Изд- во Пед. Ин-та СГУ, 2002, Ñ. 80
10. Ðа пути к инклюзивной школе, ПоÑобие Ð´Ð»Ñ ÑƒÑ‡Ð¸Ñ‚ÐµÐ»ÐµÐ¹, USAID, 2007, p. 58
11. Романов П.Ð’., ЯрÑкаÑ- Смирнова Е.Ð ., Политика инвалидноÑти: Социальное гражданÑтво инвалидов в Ñовременной РоÑÑии. Саратов: Изд-во «ÐÐ°ÑƒÑ‡Ð½Ð°Ñ ÐºÐ½Ð¸Ð³Ð°Â», 2006, Ñ. 206
12. Хекхаузен Ð¥., ÐœÐ¾Ñ‚Ð¸Ð²Ð°Ñ†Ð¸Ñ Ð¸ деÑтельноÑÑ‚ÑŒ, Ðœ.:Педагогика,1986, п. 218.
Published
2015-06-30
How to Cite
Grigoryan, . M. A. (2015). PROFESSIONAL TRAINING OF TEACHERS AS A CHALLENGE FOR INCLUSIVE EDUCATION MANAGEMENT. Armenian Journal of Special Education, 2(1), 36-44. Retrieved from https://archiv.specedjournal.aspu.am/index.php/se/article/view/18
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