FORMING OF PROFFESIONAL COMPETENCE AMONG SPECIALISTS

OF PSYCHOLOGICAL, MEDICAL AND PEDAGOGICAL CONCILIA

IMPLEMENTING INCLUSIVE EDUCATION

Tatyana Zubareva,

Head of RSEO “Kursk Regional Center of psychological, medical and social support”,

Post-graduate of the chair of continued professional education

Kursk State University, Kursk

Scientific supervisor – Doctor in Pedagogy, Professor

Galina Nikolaevna Podchalimova

The questions of perfecting professional competence among specialists of psychological, medical and pedagogical concilia of educational institutions in the process of corporative education are revealed in the article.

Key words: children with special educational demands, professional competence, refresher courses, continued educational vertical, inclusive education, psychological, medical and pedagogical concilium, corporative education, module education, center of psychological, medical and social support

Teachers’ competence has lately become more and more topical due to the social experience being constantly transformed, the educational sphere being reconstructed, different varieties of author’s educational systems appearing, the range of social demands to a specialist increasing.

Professional competence among specialists of psychological, medical and pedagogical concilium (PMPC) is one of the factors having a great impact on keeping and developing environmental educational potential for children with special needs, on adapting of modern educational institutions to dynamically changing conditions, on inclusive activity, on establishing of normal functioning of educational process. It definitely causes how successful will be the process of psychological and pedagogical correction and that of psychological, medical and pedagogical management of children with special needs. It defines how students’ possibilities and abilities will be discovered, what perspectives concerning interaction between a child and a teacher exist and what concrete forms of collaboration between them may be found.

The issues concerning perfection of work aimed to increase professional competence among teachers engaged in correcting pedagogy are revealed in the works by S.Vasiliev, A. Goneev, E. Goncharova, O. Gribova, A. Griginis, Z. Dobrev, H. Zamskii, N. Ivanova, A. Kapustin, I. Kuznetsova, V. Lapshina, A. Litvak, A. Mironova, L. Nisnevich, N. Pivovarova and others.

Admitting reasonable value of the results obtained by the above mentioned authors in the whole we’d like to denote that the whole range of questions connected with organization of refresher course among specialists of psychological, medical and pedagogical concilium is still poorly solved. The course being still in work considers the peculiarities of teachers’ professional activity and new approaches to development in the sphere of general and special pedagogy and psychology. There is also a certain contradiction between social demand towards training of a competent specialist of PMPC able to work effectively in the system of inclusive education and existing approaches to his training under the circumstances of postgraduate professional education.

Modernization of the system of professional refresher course among specialists of PMPC will allow to determine exactly and to solve the main problems in the system of refresher course among teachers, to formulate principles of modern educational process organization and to reason the new contents of educational professional programs, of educational technologies and to rationalize the management of educational process from the scientific point of view.

The system of refresher course among specialists working in the sphere of education in the whole and that of PMPC specialists particularly should realize effectively primary tendencies held by the state policy in the sphere of inclusive education. Among the tendencies there are the following:

· to square the contents of education, educational technologies and methods of estimating the quality of inclusive education with modern social demands;

· to educe all the concerned parties with their interests and demands;

· to adopt to new conditions of professional activity in the sphere of inclusive education;

· to provide with modern information notable from the professional point of view;

· to create the conditions providing the competence level of a teacher able to act independently in a wide field of his professional activity, able to take adequate decisions in non-standard situations, able to make a reasonable choice of different available ways of activity (Shcherbova 2008).

In educational programs different educational forms are provided to balance distribution of study time, such as lectures; seminars; practical classes; laboratory works; seminars on exchanging experience; round tables; conferences; outdoor classes; traineeships; consultations; course, project, abstract and other academic works including distant education.

Besides, the most effective method of including inclusiveness into educational process of any institution is corporative education of PMPC specialists.

We consider corporative refresher course as an idea able to become a factor of innovational development of educational system in the whole and that of refresher courses for teachers particularly. To create a corporative refresher course system, the key factor is that it must be flexible and variable, making it possible to respond dynamically to constant changes in the educational sphere.

The aim of corporative refresher course is to create conditions to train a competitive socially and professionally mobile teacher ready to act effectively in constantly changeable innovational conditions, more exactly while realizing inclusive education.

T.V. Shcherbova (2008) describes a wide range of possibilities and advantages of corporative education:

· coordination of valuable, purposive, contents, technological positions among the members of teachers’ group;

· training of all teachers’ group without stopping their teaching activity;

· lecturers training all teachers’ group during refresher course are at the same time tutors and moderators towards teachers;

· training teachers plunging into taught technologies;

· approbation of new ways of solving problems, methods and technologies of education in the certain professional activity.

Organization and carrying out of corporative education among workers should be:

· planned and managed with systematical process;

· coordinated with individual aims of any specialist at one side and tasks of the organization in the whole at the other side;

· directed to perfecting knowledge, skills, views and productivity of every worker, of a working group and of the whole organization (Malenkova 2007).

The possibility of more effective training of specialists in the system of corporative education is determined by the following factors (Ramakhova 2008: 70-71):

· classes in the system of corporative education as a rule are more organized, more intensive, are held with great motivation and an objective control of its quality;

· expenses connected with long-time absence of workers being trained outwork are considerably shortened;

· contents of the course is very concrete, time expenses to study secondary themes is minimized, everything is subjected to really necessary level and orientation on professional training;

· organization of experience exchange and consultations which trainees are provided with are held by workers of a company;

· schedule may be flexible and corrected depending on school curriculum;

· possibility to divide trainees into groups depending on periods and programs of education;

· while studying there are great possibilities for creating corporative solidarity, mutual assistance and responsibility for quality and period of education.

During corporative education a PMPC specialist is able to construct his own educational route and a program of refresher courses concerning his interests and qualitative level. A teacher can choose contents, periods and schedule of training. Technology of the process is realized due to contents of variable modules, due to usage of interactive and distant methods of work with trainees and due to possibility to construct an educational route by means of combination of module courses.

The idea of corporative education as a factor of personal development, not only professional but cultural and personal perfection of a personality, is becoming the basis of the activity held by the Institute of continued professional education (refresher courses and retraining) of specialists working in the sphere of education.

Innovativeness of corporative educational system among PMPC specialists is one of the key vectors of professional competence development in the sphere of inclusive education and it lets to keep common criteria of the quality of refresher courses and retraining system.

Bibliography

1. Inclusive education: problems of perfecting educational policy and system: Materials of international conference. June, 19-20, 2008. – St.P.: Ed. RSPU named after A.I. Gertsen, 2008. – 215 p.

2. Malenkova L.O. Training teachers to realize new forms of organization of educational process: PhD theses: 13.00.01 – St.P., 2006. – 154 p.

3. Romakhova N.V. Increasing the level of informative competence among teachers by means of corporative education// Informative technologies in education – 2008. the collection of scientific works by participants of the 7^th scientific and practical conference-exhibition. October 30-31, 2008. – Rostov-on-Don: Ed. Rosizdat, 2008. – 150 p. – P. 70-71.