Компоненти професійної готовності майбутніх психологів до роботи з дітьми з особливими освітніми потребами
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Файли
Дата
2021
Автори
Руденок, А.І.
Гуляк, І.Р.
Rudenok, A.
Hulyak, I.
Назва журналу
Номер ISSN
Назва тому
Видавець
Хмельницький національний університет
Анотація
У статті висвітлено актуальність підготовки майбутніх психологів до
роботи з дітьми з особливими освітніми потребами. В роботі здійснено теоретичний
аналіз понять «готовність», «діти з особливими освітніми потребами»,
«психологічний супровід». Також представленні компоненти професійної
готовності майбутнього фахівця та показники готовності майбутнього психолога. У
роботі проаналізовано негативні особистісні якості, що заважають формуванню
готовності майбутніх фахівців та пріоритетні шляхи розвитку компонентів
готовності.
In the article, we described the relevance of training future psychologists to work with children with special educational needs. In this work, the theoretical analysis of concepts of “readiness” carried out. The concept of readiness of the future specialist is interpreted from different positions, namely from the motivational, prognostic, emotional, intellectual position. We revealed the essence of the concept of “children with special needs” and their classification by A. Kolupaeva and L. Savchuk. We also described the interrelated components of psychological support for children with special educational needs. In addition, presented the components of professional readiness of the future specialist and the criteria of readiness of the future psychologist. Namely, the motivational, cognitive, emotional-volitional, personal and connotative components described. In our work, we have identified negative personal qualities that prevent the formation of readiness of future professionals. Such qualities include emotional instability (conflict, irritability, etc.), intolerance in communication with students with special educational needs, indifference, anxiety, guilt, dependence on the opinions of others, insecurity (fear of failure), passivity, low initiative and mobility; orientation in professional activity on money and prestige, low motivation, lack of desire to selfdevelop and study, etc. Discovering priority ways to develop readiness components is an important part of our work. This includes informative awareness of legislation in the field of inclusive education, internalization of theoretical knowledge and practical skills in such disciplines as special psychology, clinical and medical psychology, pathopsychology, psychogenetics, neuropsychology, neurosology, design of inclusive space, etc., knowledge of individual differences, children taking into account the symptoms and nosology of developmental disorders, etc.
In the article, we described the relevance of training future psychologists to work with children with special educational needs. In this work, the theoretical analysis of concepts of “readiness” carried out. The concept of readiness of the future specialist is interpreted from different positions, namely from the motivational, prognostic, emotional, intellectual position. We revealed the essence of the concept of “children with special needs” and their classification by A. Kolupaeva and L. Savchuk. We also described the interrelated components of psychological support for children with special educational needs. In addition, presented the components of professional readiness of the future specialist and the criteria of readiness of the future psychologist. Namely, the motivational, cognitive, emotional-volitional, personal and connotative components described. In our work, we have identified negative personal qualities that prevent the formation of readiness of future professionals. Such qualities include emotional instability (conflict, irritability, etc.), intolerance in communication with students with special educational needs, indifference, anxiety, guilt, dependence on the opinions of others, insecurity (fear of failure), passivity, low initiative and mobility; orientation in professional activity on money and prestige, low motivation, lack of desire to selfdevelop and study, etc. Discovering priority ways to develop readiness components is an important part of our work. This includes informative awareness of legislation in the field of inclusive education, internalization of theoretical knowledge and practical skills in such disciplines as special psychology, clinical and medical psychology, pathopsychology, psychogenetics, neuropsychology, neurosology, design of inclusive space, etc., knowledge of individual differences, children taking into account the symptoms and nosology of developmental disorders, etc.
Опис
Ключові слова
діти з особливими освітніми потребами, інклюзивна освіта, психологічний супровід, психологічна готовність, компоненти готовності та критерії, професійна готовність, професійна підготовка, майбутній психолог, future practical psychologist, children with special educational needs inclusive education, psychological support, psychological readiness, components of readiness and criteria, professional readiness, professional training
Бібліографічний опис
Руденок А. І. Компоненти професійної готовності майбутніх психологів до роботи з дітьми з особливими освітніми потребами / А. І. Руденок, І. Р. Гуляк // Psychology Travelogs. – 2021. – Iss. 1. – P. 58-71.