State of preparation of a teacher-psychologist for professional adaptation to an inclusive educational environment: Eurasian aspects

Keywords: education, inclusive education, adaptation, professional adaptation, inclusive educational environment, COVID-19 pandemic.

Abstract

The article considers the conditions for preparing a teacher-psychologist for professional adaptation in the environment of inclusive education in the post-Soviet space. The authors consider the work on inclusive education and psychological and pedagogical support for problem categories of the population based on concepts in the field of education. The article is an analytical review. We analyse scientific and pedagogical research on the problems of domestic and foreign inclusive education, the process of personal development and career guidance in the countries of Eurasia, primarily Russia and Kazakhstan. Professional training of future specialists consists in the formation at a high level of professionally important qualities of their morality, communication skills, will, intelligence, etc. We consider the state of inclusive education in higher educational institutions of Russia and Kazakhstan, we focus on the issue of preparing a teacher-psychologist for professional adaptation in an inclusive education environment. The authors present in the article the results of research conducted by students on the issues of professional adaptation at the University.

Downloads

Download data is not yet available.

Author Biographies

Bibigul K. Ospanova, L.N.Gumilyov Eurasian National University, Nur-Sultan, Kazakhstan.

Doctoral student of specialty "Pedagogics and Psychology", L.N.Gumilyov Eurasian National University, Nur-Sultan, Kazakhstan.

Anna A. Borisova, RUDN-university, Moscow, Russia.

PhD of Philology, teacher of Department of foreign languages of Philological Faculty, RUDN-university, Moscow, Russia.

Aleksandra A. Mironova, South Ural State Humanitarian-Pedagogical University, Chelyabinsk, Russia.

Dr of Philology, Professor of Russian language and methodology of teaching Russian language, South Ural State Humanitarian-Pedagogical University, Chelyabinsk, Russia.

Chuantin Ju, South Ural state University of Humanities and education, Chelyabinsk, Russia.

Teacher of the Department of French, South Ural state University of Humanities and education, Chelyabinsk, Russia.

References

Afonkina, Yu. A. (2015). Social inclusion of persons with disabilities and the problem of human dignity. Russian journal of education and psychology. No. 11 (55). URL: https://cyberleninka.ru/article/n/sotsialnaya-inklyuziya-lits-s-invalidnostyu-i-problema-chelovecheskogo-dostoinstva

Alsubaie, A. (2020). The Effectiveness of multiple intelligence based differentiated instruction on metacognitive reading comprehension in Arabic language among middle school students in Saudi Arabia. Amazonia investiga, 9 (26), 158-166. https://doi.org/10.34069/AI/2020.26.02.17

An appeal to UNESCO from March 18, 2020. Violations of the educational process in connection with the COVID-19 coronavirus pandemic and response measures:
https://ru.unesco.org/themes/education-emergencies/coronavirus-school-closures

Blagireva, E. N. (2019). Sociocultural inclusion: definitions and positive domestic practices. Bulletin of the Chelyabinsk State Academy of culture and arts. No. 3 (59). URL: https://cyberleninka.ru/article/n/sotsiokulturnaya-inklyuziya-definitsii-i-pozitivnye-otechestvennye-praktiki

Cherkasova, T., Butt, S. M., Karabulatova, I., Mkrtumova, I., Zabirova, G., Kim, L. (2019). Problems of the formation of communication skills in children with special needs. Advances in Social Science, Education and Humanities Research, volume 374. International Conference on Man-Power-Law-Governance: Interdisciplinary Approaches (MPLG-IA 2019), Atlantic Press, doi: https://doi.org/10.2991/mplg-ia-19.2019.57;

Erina I.A., Mychko E.I., Sorokopud Yu. V., Karabulatova I.S., Streltsova M.A. (2019). Development of Communication Skills in Children with Special Needs (ADHD): Accentuation of the Schoolboy's Personality and Musical Preferences. Universal Journal of Educational Research Vol. 7(11), pp. 2262 – 2269. DOI: 10.13189/ujer.2019.071103

Karabulatova I.S., Kim L.I., Aznabaeva G.H., Iraeva, N. G., Konnova, O. A. (2015). Socio-economic Effect of modern inclusive discursive practices in disabled people’s social rehabilitation. Mediterranean Journal of Social Science. Vol 6, No 6, S.3, - pp.: 11-18. DOI: 10.5901/mjss.2015. v6n6s3p11

Karabulatova I., Vildanov Kh., Zinchenko A., Vasilishina E., Vassilenko A. (2017). Problems of transformation matrices modern multicultural identity of the person in the variability of the discourse of identity Electronic Information Society. Pertanika Journal of Social Science & Humanities, № 25(S). Jul., p.1-16.

Karepova S. G., Karabulatova I. S., Novikov V. S., Klemovitsky S.V., Stratan D. I., Perova A. E. (2015). New Approaches to the Development of Methodology of Strategic Community Planning. Mediterranean Journal of Social Science. Vol 6, No3, S.6. – pp.357-364

Khairani, A.Z., Effendi, M., Matore E.M., Khairan M.Z. (2020). Psychometric Properties of Raven’s Advanced Progressive Matrices with a Sample of Malaysian Youth. Pertanika J. Soc. Sci. & Hum. 28 (1): 267 - 277

Kuzmina, O.S. (2011). O podgotovke pedagogov k rabote v usloviyakh inkluzivnogo obrazovaniya, Moskovskyi gorodskoi psihologo-pedagogicheskyi universitet, Psy Journals.ru.

Malofeev, N. N. (2018). From equal rights to equal opportunities, from special schools to inclusion. Izvestiya RGPU im. A. I. Herzen. #190. URL: https://cyberleninka.ru/article/n/ot-ravnyh-prav-k-ravnym-vozmozhnostyam-ot-spetsialnoy-shkoly-k-inklyuzii

Polivara, Z.V., Karabulatova, I.S. (2018). Dysfunction in Children: A Neuropsycholinguistic Approach. Research Journal of Pharmaceutical, Biological and Chemical Sciences May–June 2018 RJPBCS 9(3) Page No. 107 – 112. https://www.rjpbcs.com/pdf/2018_9(3)/[12].pdf


Rojas Bahamón, M., & Arbeláez Campillo, D. (2020). The recovery of ancestral knowledge for the construction of new knowledge. Amazonia Investiga, 9(25), 4-5. Retrieved from https://amazoniainvestiga.info/index.php/amazonia/article/view/1134

Salthouse, T. A. (2005). Relations between cognitive abilities and measures of executive functioning. Neuropsychology, 19(4), 532-545.

SinomenkoV.D., Reptivyh M.V. (2003). Obshayai proffesional’naya pedagogica: Uchebnoe posobie dlya studentov, obuchayushikhsya po special’nosti «Professional’noye obuchenie»: V 2-khknigah / - Bryansk, 174 s.

Trohirova, U. V., Zimina, E. V. (2014). Inclusive education as a factor in improving the quality of life of children with disabilities. Baikal Research Journal. #3. URL: https://cyberleninka.ru/article/n/inklyuzivnoe-obrazovanie-kak-faktor-povysheniya-kachestva-zhizni-detey-invalidov.

Vanyukova, N. S., Moskovenko, N. V. (2018). Inclusive education in a professional educational organization. Innovative development of professional education. No. 4 (20). URL: https://cyberleninka.ru/article/n/inklyuzivnoe-obrazovanie-v-usloviyah-professionalnoy-obrazovatelnoy-organizatsii

Waleed, F. (2015). The Effect of Concept Maps on Reading Comprehension Skills of Elementary School Students with Reading Disabilities. International Journal of Psycho-Educational Sciences, 4(2): 46 – 51.

Zamaletdinov R.R., Karabulatova I.S., Yarmakeev I.E., Ermakova E.N. (2014). LINGUO-PROPAEDEUTICS OF ETHNIC CONFLICTS AS A BASIS FOR STABILITY IN COMPLEX POLYETHNIC REGIONS. Asian Social Science, 2014. Vol.10, No.20, 164-173.
Published
2020-05-18
How to Cite
Ospanova, B., Borisova, A., Mironova, A., & Ju, C. (2020). State of preparation of a teacher-psychologist for professional adaptation to an inclusive educational environment: Eurasian aspects. Amazonia Investiga, 9(29), 204-212. https://doi.org/10.34069/AI/2020.29.05.23
Section
Articles