Article 14416

Title of the article



Kolyvanova Larisa Alexandrovna, Candidate of pedagogical sciences, associate professor, sub-department of biology, ecology and teaching methods, Samara State Sociopedagogical University (26 Antonova-Ovseenko street, Samara, Russia),
Nosova Tamara Mikhalovna, Doctor of pedagogical sciences, professor, sub-department of biology, ecology and teaching methods, Samara State Sociopedagogical University (26 AntonovaOvseenko street, Samara, Russia),
Plotсеva Svetlana Alexandrovna, Teacher, Samara Sociopedagogical College (18 Krupskaya street, Samara, Russia),

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Background. The urgency of the problem of developing readiness for inclusive environmental education in the training of students at social and pedagogical specialties learning psycho-pedagogical foundations of setting up communication of preschool children is conditioned by requirements of Federal state educational standards of secondary professional education, as well as by underdeveloped pedagogy at inclusive schools and by main provisions of modern methods of teaching children with disabilities. The purpose of the study is to reveal structural components to form a model of readiness of students of pedagogical colleges for inclusive environmental education of children with disabilities.
Materials and methods. The research problems were solved in the process of studying psychological and pedagogical, scientific-methodical and special literature; by means of analyzing and generalizing the experience of inclusive activity of educational institutions of Russia and Samara region; by examining regulations.
Results. The authors have revealed ways to develop readiness for inclusive environmental education of students at socio-pedagogical specialties in professional learning, as well as described the specificity of motivational-value, cognitive components of the structural model of students’ readiness for inclusive environmental education of children with disabilities.
Conclusions. The model for developing readiness of students at social and pedagogical colleges for inclusive environmental education is based on axiological, system, personal-activity, humanistic, tolerant, ecological, inclusive, cultural approaches and includes personal unity, target, substantial, operational-technological, productive and reflexive blocks. During the model’s design process the authors defined its objectives, tasks, forms and methods of involving students into activities associated with inclusive environmental education, and pedagogical conditions, stages and criteria of formation of their readiness to teach preschool children. The objective of the course “Psychological-pedagogical foundations of setting up communication of preschool children” consists in acquiring professional knowledge, abilities and skills in communication with children with learning difficulties; developing their educational-cognitive activity. The structure of the course is modular in nature, allowing students of socio-pedagogical colleges to learn the technique of planning and organizing communication of children with disabilities in inclusive environmental education. College students’ readiness to organize nclusive environmental education of children with special educational needs was evaluated by assessing the performance of their professional activity, which contributed to an increase of efficiency of preparation of future teachers.

Key words

inclusive environmental education, training, readiness, children with disabilities, students of social-pedagogical colleges, education of preschool children 

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Дата обновления: 12.04.2017 13:12