Development of content of educational programs of additional education for professor-teaching composition in organization of educational services of training with disability

Natalia V. Kamenez; Olga I. Vaganova; Zhanna V. Smirnova; Lyubov I. Kutepova; Irina V. Vinokurova

Natalia V. Kamenez Industrial University of Tyumen , Tyumen, Russia
Olga I. Vaganova Minin Nizhny Novgorod State Pedagogical University, Nizhny Novgorod, Russia
Zhanna V. Smirnova Minin Nizhny Novgorod State Pedagogical University, Nizhny Novgorod, Russia
Lyubov I. Kutepova Minin Nizhny Novgorod State Pedagogical University, Nizhny Novgorod, Russia
Irina V. Vinokurova Minin Nizhny Novgorod State Pedagogical University, Nizhny Novgorod, Russia

Keywords: students with disabilities, complementary professional training, people with disabilities

Abstract

Guided by the results of the experimental work, the authors came to the conclusion that the use of the electronic educational and methodical complex in mathematics on the basis of modular qualification training technology is essential. The current stage in the development of educational systems is characterized by the emergence and practical introduction of inclusive education for children with disabilities in general education organizations. Inclusion in the educational process of children with disabilities is dictated not only by modern normative documents, but also by the social need for inclusive education. One of the conditions for the preparation of children with disabilities in the educational environment is the quality and special training of teachers who must possess certain knowledge and skills to work with children with disabilities. Therefore, this study aimed to address the problem of training teachers in additional vocational education to work with children with disabilities. We conducted a training experiment, in which the professors of the university participated. The purpose of the pilot work was to improve the quality of teacher training in additional professional education to create an inclusive educational environment in the university. The legislative concepts of the Russian Federation are justified. One of the priority directions for the education of children with mental retardation (intellectual disabilities) along with general education is to give them a real opportunity to obtain a profession. The requirements for the results of the development of the complementary education program for children reflect the set of individual, public and state needs. The article gives an example of the developed program of additional professional education for the teaching staff and gives an example of the subject matter of the taught modules. Applying the teacher's professional skills training technology in additional education, additional education courses have been developed for the teaching staff of the university. An example is given of the opening of a resource center at the K. Minin University, which allows solving the main tasks of vocational training for children with disabilities.

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Author Biographies

Natalia V. Kamenez, Industrial University of Tyumen , Tyumen, Russia

Industrial University of Tyumen , VolodarskyStr, 38, Tyumen, Russia

Olga I. Vaganova, Minin Nizhny Novgorod State Pedagogical University, Nizhny Novgorod, Russia

Minin Nizhny Novgorod State Pedagogical University, Uljanov street, 1, Nizhny Novgorod, Russia

Zhanna V. Smirnova, Minin Nizhny Novgorod State Pedagogical University, Nizhny Novgorod, Russia

Minin Nizhny Novgorod State Pedagogical University, Uljanov street, 1, Nizhny Novgorod, Russia

Lyubov I. Kutepova, Minin Nizhny Novgorod State Pedagogical University, Nizhny Novgorod, Russia

Minin Nizhny Novgorod State Pedagogical University, Uljanov street, 1, Nizhny Novgorod, Russia

Irina V. Vinokurova, Minin Nizhny Novgorod State Pedagogical University, Nizhny Novgorod, Russia

Minin Nizhny Novgorod State Pedagogical University, Uljanov street, 1, Nizhny Novgorod, Russia

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