Identification of positive individual qualities of an inclusive education future specialist during professional training

Shevtsiv Z. and Yevtuch M. and Filonenko M. and Pelekh Y. and Muszkieta R. and Zukow W. (2020) Identification of positive individual qualities of an inclusive education future specialist during professional training. Journal of Physical Education and Sport, 2020 (2): Vol. 20. pp. 966-974. ISSN 2247-806X

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Abstract

Individual positive qualities of a future specialist of inclusive education can help him/her in the future to successfully fulfil working tasks and significantly help their self-realization. The problem is that the specialist in inclusive education has to be endowed with special qualities-values as far as he/she is going to work with people with disabilities. This situation increases the cost of employing after completion of university study, because it requires getting an additional education.The aim is to find a way to determine positive individual qualities of Ukrainian students who, in future, will work with the students with special educational needs in the sphere of general secondary education and to understand how professional training in the higher education institution influences their development. The diagnosing of individual qualities (achievement motivation, values-based orientations, empathy and good nature, benevolence) was executed in the experimental and control groups using special methodologies. There were distinguished individual qualities that increased the ability of work in the inclusive environment. These values were identified as personally important and professionally significant qualities to work in an inclusive environment, which formed a special inclusive competence of elementary school teachers. The results of investigation showed that in the process of education the students of the experimental group increased the level of determined positive individual qualities. The obtained results will enable the development of an ideal profile of the inclusive education future specialist in the general secondary education institution; they will be useful for the development of the education program and competence model for the specialty of elementary school teacher majoring in “Specialist in inclusive education”.

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