Development of Methodological Competence of University Teachers in the Context of Inclusive Education

Abstract

At the present stage of the development of education in the world and domestic pedagogy are increasingly turning to the idea of inclusive education, which implies access to education for all, including for persons with special educational needs. Supporting the idea of inclusive education, implementing the introduction of inclusive practice, educational institutions operate in an innovative mode. The professional standard of teachers indicates that in the new social conditions there is a requirement – the willingness and ability of teachers to teach all persons without exception, regardless of their inclinations, development abilities, limited opportunities. This requirement entails the expansion of the functional responsibilities of teachers, changes in professionally significant and personal characteristics, but reliance only on traditional pedagogical skills and abilities is insufficient. The presentation of new functions and the increase in the requirements for the activities of teachers in the context of inclusive education lead to various difficulties for them. Practice of educational organizations higher education in the field of teaching people with special educational needs indicates that the educational process requires deep study, especially the content of its educational and methodological support, which significantly complicates the process of implementing inclusive education technologies. It is necessary to develop scientific and methodological complexes, methodological and educational products, programs professional training of teachers to work in inclusive education.