State Department of Education of the Pskov Region

GBOUDPO "Pskov Regional Institute for Advanced Training of Workers

education"

Center for Special Education

PC courses "Creating optimal conditions for the implementation of educational

potential of students with disabilities

during the introduction of the Federal State Educational Standard NOO HIA "

Graduation final work

The specifics of the teacher's professional activity

in the implementation of inclusive practices

Artist Zhdanova Lyubov Nikolaevna

primary school teacher

Pskov, 2016

Introduction ................................................... ............................................... 3

Chapter 1 Psychological and Pedagogical Characteristics .................. 4-6

Chapter 2 Features of Inclusive Professional Practice 7-9

teacher ................................................... ...............................................

Conclusion …................................................ .............................................. 10

Bibliography …............................................... ................................ eleven

Appendix …................................................ ................................ 12

Introduction 3

The phrase “inclusive education” has entered the practice of teachers. It sounds strange, foreign. Meanwhile, inclusive education is enshrined in the law "On Education in the Russian Federation", the conditions for the implementation of inclusive education are formulated in the new Federal Educational Standards. Such education is becoming increasingly attractive to parents of children with disabilities. They increasingly bring their children to mainstream schools to learn together with other children. This school year, I also had such a first grader in my class. After the adaptation period, I noticed that not all children managed to successfully adapt to the learning environment. Thus, the problem arose: what to do? Is there a way out for the teacher to avoid problems in teaching interaction with such a child? My experience at school suggests that mastering the usual methods is not enough here and a new attitude towards a different child should also be reconsidered.

Refresher courses to create optimal conditions for children with disabilities also proved that the teacher needs to adapt to new learning conditions. The teacher needs to learn to look at the class not as a whole, but to see specifically each student with his characteristics, needs, opportunities, interests.

The organization of joint education of different children requires the teacher to restructure the methods and ways of teaching. In a word, the teacher also needs to learn how to work in an inclusive environment.

The purpose of the work: to determine the specifics of the teacher's professional activity in the implementation of inclusive practice.

Tasks: - determination of the goals and objectives of pedagogical activity in the new conditions;

Identification of the values ​​and attitudes that underlie the activities of the teacher;

Selection of methods that allow to realize the tasks of inclusive education

on practice;

Methods: pedagogical observation;

introspection;

study of additional literature, Internet sources

generalization of experience;

Thus, the solution of the set goals and objectives should help the teacher overcome the barrier, the uncertainty in working with children who have disabilities, skillfully create optimal conditions for the development of the potential of each child in the classroom. What is this child like? What are its features? What opportunities will he be able to realize? Diagnostics and detailed psychological and pedagogical characteristics will help answer these questions.

At the psychological and pedagogical council of the school, we try to notice and identify the causes of a “special child” even before entering the first grade. We help parents to see these features and adequately respond to them. Together we create conditions for an educational space and help such a child adapt in society. In addition, it is important to promptly respond to the problems of a "special" child at the beginning of his schooling and timely help to adapt to school.

Psychological and pedagogical characteristics 4

1st class student MBOU secondary school No. 5 named after. V.V. Smirnova

He entered the first grade of this school at the age of 7 years 9 months. I didn’t attend kindergarten, the family was engaged in preparing for school. He is studying according to the general education program, but there were problems in the process of mastering it. According to the mother, the child can read small words and write letters. In fact, the boy can name only vowel sounds, and the writing of even the elements of letters is distorted and untidy. In the classroom, he does not know how to be concentrated even for a short time, is inattentive, requires constant help and control from the teacher. Poorly understands the instructions of an adult, sometimes shouts out, thereby interfering with the work of the class.

The level of perception is low. prevailsvisual-figurative thinking. The ability to abstract, classify, generalize is low. Low level of memory development, dominated by the visual form of memory. Attention is unstable, the speed of completing tasks for a while is very low. When making demands, it can be aggressive, impulsive. calm, but prone to emotional outbursts.

Rarely shows a lively emotional reaction to events.The conclusions of the psychological examination confirm the underdevelopment of the child's basic processes or their correction.

Samoestimationlow.Claim level short. Low level of development of cognitive processes. Speech disorder. Slowness. Low school motivation. Tendency to emotional outbursts. Has difficulty following instructions. In communication with other people selective. Has difficulty establishing interpersonal contacts with other people.

Nikita's written work is sloppyand random execution. He gets tired quickly, so he does not complete the task to the end. In mathematics, he does not distinguish well between a cell, and all elements "jump". The fine motor skills of the fingers are poorly developed, so the letter is angular and jerky. The main colors and sizes of objects are not mastered.

The child's speech resembles muttering. Answers questions vaguely and in monosyllables. Speech disorders do not make it possible to clearly express their thoughts at the level of a first grader. Hand the addressed speech reacts weakly, requires constant monitoring and an individual approach, refuses to fulfill the tasks of the teacher.Classes with a speech therapist have so far been unsuccessful.

In the classroom with the guys he behaves cautiously, does not like communication, is closed, but not aggressive. He is reluctant to contact with adults, prefers to play alone.

The child is brought up in an incomplete family, the mother can devote little time to raising her son. The child does not fully own information about himself, about his loved ones and the world around him.

Physically developed poorly. According to medical indications, the boy has stage 1 scoliosis and muscle disinhibition is observed. Even at recess, constant attention and help from an adult is required when moving a child.

Appearance is unkempt. Study supplies are also sloppy. The child requires attention not only from the teacher, speech therapist, but also from the psychologist.

It needs constant monitoring and individual approach from the teacher, the attention of other specialists.

09/14/16 School Director

Classroom teacher

PEDAGOGICAL CHARACTERISTIC FOR STUDENT 5

1. Full Name

2. Name of educational institution Municipal budgetary educational institution "Secondary school No. 5 named after the Hero of the Soviet Union Vyacheslav Vasilyevich Smirnov"city ​​of Nevel, Pskov region

Type of educational institution (underline):

Mass general education school of a general type, training according to an adapted basic general education program for children with mental retardation (form of education: individual). Grade 1.
4. Mode of study (underline):
individual training ;
alternation of study and rest (specify): According to the school schedule. : 2-3 hours per day, 8 hours per week
the volume of the studied material (% of the volume of the curriculum): 50%

5. Achievement and the reasons for its violation (incorrectly formed attitude to learning; lack of correct skills in educational work; features of cognitive and educational interests; difficulties in mastering educational material; tolerance of training loads): The child does not have independence, constant guardianship of adults is required. Low level of development of cognitive processes. Memory is short-term, mixed type. Features of memory cause significant difficulties in learning new material, it is necessary to repeat the material covered many times. Verbal-logical thinking is not developed. There is no independent speech. A child can repeat words after an adult without understanding their meaning. Work in notebooks is difficult. Poorly oriented in notebooks, there is no sequence in the works. Writes in notebooks only with the help of an adult, without observing lines and spaces. Does not understand what textbook and notebook is required for the lesson. Insufficiently formed fine movements of the fingers. Works with the left hand. The performance of educational tasks is possible only under the supervision of the teacher and parents. The teacher does not always respond adequately to the requirements and comments of the teacher. Positive motivation for learning.

6. The degree of adaptation of the student (relationships with peers and teachers, mood swings, activity, anxiety, withdrawal into oneself,hostility, antisocial behavior ): physically developed poorly. Often sick. There are mood swings. Often offended, does everything on his own, closes. Maintains contact with adults for a short time, showing interest in interaction. There is a need for approval from others. She loves to interact with the kids at school. He does not know how to play with his peers, he shows capriciousness, stubbornness.

Personal characteristics of the student (abilities, interests, value orientations Does not know the rules of behavior outside of school and at school, but does not always follow them. He goes to school in a good mood, he wants to learn. Does not possess elementary self-service skills, does not perform simple household activities. Able to control their physiological needs, maintaining hygiene. The appearance of the child is neat, he comes to school in a school uniform .. He is poorly oriented in the world around him. Temporary representations are not formed. Limited knowledge about oneself, family, immediate environment. Works slowly in class. Gets tired quickly. Does not show willpower. Unsustainable interest in the proposed activity. Requires repeated repetition of instructions showing what to do. In the process of work, the proposed program of action is not retained. Capable of imitation and joint actions with adults. Low level of development of cognitive abilities.

When grouping objects based on shape, color,

magnitude requires organizing and guiding assistance. It does not independently establish causal relationships. At the stage of memorization and reproduction of the proposed material, various visual, sound, tactile and other supports are needed. Cannot use memorization techniques independently. Experiencing difficulties in solving problem situations that require the establishment of cause-and-effect relationships. Tasks of a verbal-logical nature are not performed. The understanding of the addressed speech is limited. Vocabulary is limited. Difficulties in constructing a phrase. Attention level is low. He loves and knows how to put together puzzles, mosaics. He cannot draw on his own, he paints quickly and carelessly. Uncertainty knows the colors of pencils.

8. Relationships in the family with the child.

The family is complete. Especially the girl is attached to her mother, loves her grandmother. At home, the daily routine is performed. Living conditions are good. Parents work, financially the family is provided. Parents devote enough time to the upbringing and development of the child. The girl attends the classes of the school speech therapist and psychologist.
9. Class attendance (indicate the number of days missed due to illness, for no reason, etc.):
skips school due to illness or for a good reason.

Head of institution ______________

Curator _______________

02/12/2016

M.P.

The study of additional literature makes it possible to identify specific, special professional tasks in some ways very similar to the usual ones, and in some ways completely new. They resemble the algorithm of the teacher's actions in this situation:

*Determination of the category of children in the class who need to create special educational conditions. Specialists of additional support can also help with this: a psychologist, speech therapist, speech pathologist, physician, social pedagogue and others.

*Organization of an accessible environment in the classroom depending on the needs of a particular child.

* Creation of an atmosphere of emotional comfort in the children's team, the formation of relationships in the spirit of cooperation and acceptance of the characteristics of each of the children.

* Mastering modern technologies and methods, techniques, forms of organization of educational work, as well as their adequate application according to the situation.

*Adaptation of existing or development of new teaching materials.

* Mastering and using methods of assessing educational achievements, products of educational and extracurricular activities that are adequate to the capabilities of children.

*Organization of interaction with parents in the spirit of cooperation and sharing of responsibility.

The described tasks show that the work of a teacher with a child with disabilities is specific and requires the development of new professional skills.

First of all, work in the new conditions requires a change in professional priorities, the individual style of the teacher's activity. In this case, the value, moral basis of the individual style of the teacher is important. At the same time, the basis of the teacher's professional activity should be the confidence that every child is able to learn when certain special conditions are created.

Inclusive education requires the implementation of an individual approach not in words but in deeds. A study of the work experience of teachers in our school shows that the greatest success is achieved by those who have a sufficient degree of personal and professional flexibility, endurance, readiness to resolve emerging problems, have a positive attitude towards themselves and the results of their own activities.

The work of a teacher becomes effective if, in preparation for a lesson, an extracurricular event, cognitive, communicative, behavioral features, an individual style of mastering the material of each student in the class, including the “special child”, are analyzed.

It is easier for the teacher to choose the form and content of the work, to distribute his forces and children, if he specifies the goal and objectives of the activity for each student and all together.

Material and visual aids on the topic of the lesson should be selected taking into account the characteristics of children. The teacher can form groups of children who will perform similar tasks that require a team way of working. This makes it possible to individualize work with children with special needs.

Inclusive education can only be effective if the teacher is able to work in collaboration with other professionals. Designing the educational process, building an individual educational route for a child with disabilities is a difficult task for one teacher. The involvement of a coordinator on inclusive education, a psychologist, a speech therapist, a defectologist teacher, a social pedagogue, a tutor, subject teachers, educators, and parents is necessary to achieve this goal. In addition, only with the purposeful work of the school administration on the formation of an inclusive culture, building an inclusive policy, an inclusive practice can take place, which is implemented by the teacher. For the methodological and psychological support of the teacher, an important role is played by cooperation with specialists from the resource psychological-pedagogical and medical-social center and the methodological center. 8

When developing an individual educational program for a child with disabilities, a team of teachers and specialists in psychological and pedagogical support determines which indicators will be the criteria for its achievements. In this case, already developed planned results of primary general education can be used. And based on the capabilities of the students, the criteria for the individual advancement of each child are formed, both in the development of the main educational program and in the formation of the skills necessary for successful socialization.

Thus, the teacher needs to master new approaches to assessing the achievements of their students.

The specificity of the teacher's activity is reflected in everyday work, at each stage.

It is important for a practicing teacher to know the features of working on each of them.

At the first stage of the organization of inclusive practice, acquaintance and formation of the foundations for cooperation of all participants in the educational process takes place. In the process of acquaintance, the teacher can notice the characteristics of each child.

Forms of work at this stage:

school tour,

dating training,

parent survey,

private conversation,

Wishes of experts.

The second stage is the adaptation period that every child goes through. In the first grade, it is especially important to create conditions for the successful adaptation of a child with disabilities to school. Especially children with intellectual disabilities need to be helped to navigate the school. To do this, you can offer your child a plan of the day in pictures. The psychologist and the tutor should work on the formation of an algorithm of activity in children in various life situations. What to do, if...

The bell rang

The next lesson is physical education

Need to go to the canteen

The class goes for a walk

Prepare for the next lesson, etc.

In the future, escort specialists should move to less guardianship, provide the child with more independence.

Children with developmental disabilities often have a reduced pace of work, so it is important for each of them to be given the opportunity to work at their own pace. Gradually, the volume of work can increase and be consistent with the individual pace of work. This allows the child to feel successful and involved in the overall work. During the performance of work, the child is given the opportunity to relax in a specially designated recreation area. At the same time, it is important to regulate the rest time with the help of a signal, an hourglass, approving the situation when the child returns to work with the class.

At the next stage, the task of the teacher and all specialists will be to include the child in interaction with classmates. The stage of acquaintance with the “special” child is important here. If the teacher shows a positive attitude, organizes interaction in the lesson, break, then the relationship of trust, cooperation and mutual assistance is formed in the class.

In practice, in order to better remember the names of children, a child with disabilities can be offered an album with the names of the children of the class.

The fourth stage is to organize the space not only inside the class, but also outside it. Very often, the teacher does not understand the reasons for the difficulties that children have in a new space for them. In order for the inclusion of children who need a special educational space to be effective, it is necessary to involve

specialists of the school-defectologist, speech therapist, psychologist. They help the teacher determine

special educational needs and develop recommendations for organizing the educational process, organize psychological and pedagogical support.

Following the general rules and methods of organizing educational activities in the classroom, the teacher must remember and take into account the subtleties of including in the work of the child, who has features of cognitive activity, behavior, and communication. Often such a student performs the task at a level accessible to him, but below the level of mastering the content of the topic, the subject of his classmates. The teacher, when creating a lesson plan, should remember the following:

When organizing individual work in the classroom, it is necessary to take into account the desire of a child with disabilities “to be like everyone else”, to complete the task with classmates. If the teacher gives a card to only one student, a situation is created of artificially separating him from the general educational work. It is important that a few more students receive cards with individual tasks, but the content and form of the task will correspond to the level of mastering the material by each student.

Paired learning plays an important role in inclusive education. Usually the more successful student teaches the less successful student. Mutual learning is useful when it is necessary to develop skills through repetition, or at the stage of consolidating acquired knowledge. The inclusion of a child with learning and behavioral difficulties in pair work should be gradual. At first, the teacher approves not only the result itself, but also consistency, cohesion and the ability to cooperate. The main criteria for the effectiveness of work in the classroom are not a focus on success “who is bigger and better”, but a focus on mutual assistance, support, joint decision-making, and the development of compromise solutions. The same criteria become leading not only in the classroom, but also in extracurricular activities.

It is also important for the teacher and tutor to be involved in the work of groups, to prevent conflict situations. The defectologist teacher in remedial classes also forms the skill of working in a group in a “special” child, helps the teacher to adapt the content of the educational material on the topic, and organizes advanced training in program material.

The formation of social skills through imitation involves the mutual learning of children: a more competent child in some area becomes an example for other children to follow. Learning through imitation is important for any child, but it is especially important for teaching children with mental retardation, for children with autism spectrum disorder.

The most important indicators of the effective work of the teacher and specialists of psychological and pedagogical support will be the positive dynamics of the child's development, progress in mastering the educational program, and the formation of social competence.

To master the technology of communication with parents requires special knowledge and extensive practical experience. The introduction of inclusive practice is innovative for the teacher-practitioner, which requires significant personal and professional resources from the teacher.

Conclusion

The set goal and tasks of the work helped to determine the specifics of the teacher's work with children with disabilities. Here are the main points to keep in mind:

The teacher needs to adapt to the new learning environment.

The basis of the teacher's professional activity should be the confidence that every child is able to learn when certain special conditions are created.

The teacher needs to learn to look at the class not as a whole, but to see specifically each student with his characteristics, needs, opportunities, interests.

Inclusive education can only be effective if the teacher is able to work in collaboration with other professionals.

The teacher needs to learn new approaches to assessing the achievements of their students.

The implementation of this work allowed me, a practicing teacher, to take a fresh look at the “special” child in my class and find new approaches to his education and socialization. In my work, not only escort service specialists, but also the school administration and parents became assistants.

The work is also interesting due to its theoretical provisions, there was a desire to continue working on the topic and inform colleagues.

Bibliography:

Gaidukevich S.E. Environmental approach in inclusive education // Inclusive education: state, problems, prospects. Minsk: Four quarters, 2007, p.34.

Dmitrieva T.P., Sabelnikova S.I., Khotyleva T.Yu. Development and implementation of an individual educational program for children with disabilities in elementary school / Ed. E.V. Samsonova. M., 2012. (Inclusive education).

Ershova A.P., Bukatov V.M. Directing the lesson, communication and behavior of the teacher. Moscow: Voronezh, 1995.

Inclusive education in Russia. Unicef: Perspective: MSUPE, 2011.

Russian and foreign research in the field of inclusive education / Ed. V.I.Ryskina, E.Samsonova. M.: Forum, 2012.

Semago N.Ya. Technology for determining the educational route for a child with disabilities. M.: 2010. (Inclusive education).

We are the chamomile of good deeds 12

(Extracurricular activity

for students 1 class)

Purpose of the event : The formation of moral concepts and ideas of first-graders, the enrichment of the moral experience of behavior.

Tasks: 1. Expand, deepen children's ideas about kindness.

2. To cultivate the desire for good deeds in real life.

3. Development of empathy.

Members: first graders, parents, librarian, class teacher.

Prologue (preparation).

Children together with their parents are preparing a story about their good deed, deed.

The librarian selects proverbs about kindness.

Chamomile petals with proverbs are attached to the stand.

The class teacher prepares memory cards.

Children learn the song of V. Shainsky "Smile".

Event progress.

Psychological study.

The song “Smile” sounds, the children sit in a circle in the classroom, parents and guests are invited.

Leading. Guys! Today we will talk about kindness and good deeds. Smile at each other and say a kind word. (Good morning, good hour, good morning, welcome and others)

Goodness conversation.

Leading. What does good mean to you? (Sun, mother, spring, joy and more).

Do you know the history of the word "Good". What is said about this in the book of Wisdom. This word is originally Russian. Kindness is the desire of a person to give complete happiness to all people, to all mankind.

What kind of person can we call kind?

He who helps someone in trouble does not expect gratitude, because he does a good deed according to the dictates of his heart.

Takes care of family and people around.

Helps the suffering or disadvantaged.

The ability to forgive, empathize.

3. Presentation of your good deeds.

It is very important that not only words, but also deeds be kind. After all, the proverb says for nothing: “It is not clothes that make a person beautiful, but his good deeds.”

At our holiday, the guest is the Fairy of Good Deeds.

The Good Fairy appears, waves her magic wand and says the words:

Fly fly petal

Through the west to the east

Through the north, through the south,

Come back, make a circle.

They flew to their lot.

You are a daisy of good deeds.

1 student. be good at all

not easy,

Kindness does not depend

from growth.

Kindness is not a cake

not candy.

We tried and will tell you about it. (The student approaches the chamomile, tears off the petal, reads the proverb: “All good is simple”, “flies away”)

2 student. Good will win

Neighbors need help

Sergei Misha helps

And he's already reading!

3 student. We will tell you, kids,

Don't rustle with your book

Put a bookmark there

The book will be fine. (“flies away”, with the proverb “A good person will live in goodness for a century”)

4 student. All day I'm not myself

Among boys, I am a hero.

In the wardrobe ladies coat,

I'll be polite! And then?

April is standing outside

Lena I'm carrying a briefcase.

5 girl. Our Anton is so attentive,

Among the boys the most charming.

The petal flies away "Kindness praises itself."

6 student. A man needs a little

Love, care, a little.

And it will give us

Christmas joy!

Souvenirs for parents, friends,

And their attention is more important.

("A man is judged by his actions")

7 student. I feed the birds in winter

Let from all over

They will flock to us, like home,

Stakes on the porch.

8 student. Don't forget the swans

On your river.

How many of them die

It's hard to see.

But in our heart there is

And they are warm.

"Better to do well than to speak well"

Then the children talk about their good deeds, parents show photos, presentation slides.

Fairy. Guys, how many good deeds in your class! Who among you loves fairy tales?

How do most fairy tales end? (good triumphs over evil)

Now we will play with you. I will call the fairy-tale hero, and you

answer whether he is good or evil. If kind - clap your hands, if

angry - cover your face with your hands. (Water, Cinderella, Baba Yaga, Morozko

and others) Well done!

Our good chamomile has scattered:

Who goes where?

Waiting for her, I know
New cases.

Epilogue.

Leading. The rules in the classroom are simple.

We try to comply

And respect each other.

Memory cards for children.

Help reward.

Well done! You were kind.

Thanks for your help.

What a great idea to share with your friends!

Your kindness has been noticed.

You remembered "Thank you"!

Our class is coming to an end. And now I want to give each of you a little sun. This sun is good. It is needed by yourself, and your parents and friends, and just those who surround you. You are still children, but there are many glorious deeds ahead of you that will make our planet Earth even more beautiful.

Become a good wizard!

Well, try it!

Here are the tricks

You don't need a special one at all.

Accept and execute

Desire for another

Pure pleasure,

Honestly!

Literature

N. I. Nikitina. Collection of proverbs and sayings. Moscow, Education, 1984

V. S. Zhirenko. Extracurricular activities in elementary school. Moscow, Sfera, 2006

Inclusive school teacher.

The state guarantees every child the right to free general education. Pedagogical integration involves the joint life of children who have developmental disabilities and their normally developing peers in an educational institution.

One of these changes was the development of the ideas of ensuring equal access to education as one of the social values ​​of various categories of people with disabilities, overcoming the barriers of social discrimination and developing a community that includes “different people as equals”.

Inclusive education is one of the components of multicultural education.This is a new area of ​​pedagogical knowledge, which attracts the attention of not only specialists, but also wide

sections of the public. Thus, education for everyone and for everyone is one of the urgent challenges of our time. It requires the creation of the most accessible and effective educational space, which will be organized taking into account all the individual characteristics of students and include not only students, but also teachers, parents and helping professionals. One of the key ones is a teacher who is able to create and maintain an inclusive process. Such a view of a person and the conditions for his self-realization and adaptation in the world cannot but change ideas about education and its goals. The requirements for the professionalism of the teacher are also changing. Professionalism assumes that the teacher accurately represents the strategic goal of his activity, is able to see this goal in specific conditions, thus formulating tasks. The teacher owns a wide range of means for solving such problems and can both choose the necessary means from those already available and create new ones. He carries out all his actions within a certain value framework, guided by a professional code of ethics and a personal system of values. It remains to be added that he performs all his actions not according to the concept, but consciously, reflecting and improving his capabilities. And the last thing: a professional knows that he is a professional, and this fact is the subject of his self-respect.

The inner convictions of a professional teacher can be represented as follows: “I know why and what I am doing; I see ways to achieve my goals; I clearly know the boundaries, including ethical ones, of my actions. I know that I can solve the tasks before me well, beautifully, elegantly, and I like it. I'm professional".

Tasks for the teacher:work with gifted students; work in the context of the implementation of inclusive education programs by the school; teaching Russian to students for whom it is not native; work with students of public schools with developmental problems; work with deviant socially neglected students who have serious deviations in behavior; monitoring and examination of the quality of education in accordance with international standards, etc.

The content of the professional standard of the teacher.

Pedagogical activities for the design and implementation of the educational process in general educational organizations, including such functions as training, education and development. Pedagogical activities for the design and implementation of general education programs, which include such functions as pedagogical work in a preschool educational organization, in elementary school, subject-pedagogical activities for the development and implementation of educational programs for general secondary education.

In the educational process, the teacher of the future should: own the forms and methods of teaching that go beyond the scope of the lessons (laboratory experiments, field practice). Use special learning approaches to include all students in the educational process: those with special educational needs; gifted students; students for whom Russian is not their native language; students with disabilities.

In the educational process, the teacher of the future should: own the forms and methods of educational work, use them both in the classroom and in extracurricular activities; effectively regulate student behavior to ensure a safe educational environment; set educational goals that contribute to the development of students, regardless of their origin, abilities and character, constantly look for pedagogical ways to achieve them.

In accordance with the principles of inclusion, according to the new Standard, the teacher must: be able to communicate with children, recognizing their dignity, understanding and accepting them; be able to design and create situations and events that develop the emotional and value sphere of the child (the culture of experiences and value orientations of the child); be able to build educational activities taking into account the cultural differences of children, age and gender and individual characteristics, maintain a business-friendly atmosphere in the children's team.

Requirements for professional competencies necessary for a teacher to carry out developmental activities.The most important of them include: the willingness to accept different children, regardless of their real learning opportunities, behavioral characteristics, mental and physical health. The presence of a professional attitude to provide any child, the ability to identify a variety of problems in the course of observationchildren, related to the peculiarities of their development, the ability to protect those who are not accepted in the children's team. An important competence of a teacher, necessary for the implementation of the process of including a child with special educational needs, is the ability to draw up, together with other specialists, a program for the individual development of the child and monitor the dynamics of the child's development.

The standard repeatedly repeats the requirements for any teacher and educator: work in the context of the implementation of inclusive education programs; to teach in Russian students for whom it is not

is native; work with students with developmental problems. The standard also puts forward requirements for the personal qualities of a teacher, inseparable from his professional competencies, such as: readiness to teach all children without exception, regardless of their inclinations, abilities, developmental characteristics, and disabilities.

In a certain sense, the requirements of a professional standard are a public and state order for the professional activity of a teacher in the realities of a modern school, including an inclusive one.

In an inclusive school, without a teacher's reflective and creative attitude to teaching a child with disabilities, it is almost impossible to provide him with a quality accessible education.

A new type of professionalism of an inclusive school teacher lies both in the ability to perceive, hear and listen to the children themselves, and in the ability to interact with colleagues, work in a team, the ability to be in a situation of uncertainty when there are no ready answers to emerging questions, the ability to show research interest in the subject area of ​​the sphere of knowledge in which he works. Good teachers are not born, they are made. Of course, it is impossible to make everyone a brilliant teacher, but it is absolutely possible to teach teachers to be effective and do their job well.

Bibliography:

1. Alyokhina S.V. Training of teaching staff for inclusive

education // Pedagogical journal. 2013. No. 1 (44). pp. 26–32.

2. Giddens E. Elusive world. How globalization is changing our lives.

M.: Ves Mir, 2004. C. 318.

3. On the way to an inclusive school. A guide for teachers. USAID, 2007.

Nazarova N. Integrated (inclusive) education: genesis

and implementation problems // Social Pedagogy. 2010. No. 1.

4. Romanov P.V., Yarskaya-Smirnova E.R. Disability Politics: Social Citizenship of the Disabled in Modern Russia. Saratov: On

scientific book, 2006.

5. Loshakova I.I., Yarskaya-Smirnova E.R. Integration in the context of differentiation: problems of inclusive education for children with disabilities //

Socio-psychological problems of the education of atypical children. Saratov: Ped. int SSU, 2002.

Psychological readiness of the teacher for inclusion

In the context of the development of inclusive education, the emergence of new requirements for professional abilities, the teacher's activity becomes much more complicated. Professional activity is connected with the peculiarities of the psychological readiness of the teacher for changes.

Since psychological readiness is a condition for the effectiveness of the teacher's professional activity. In this regard, the uncertainty of the result of training becomes an important psychological limiter of the teacher's activity. Then the teacher has a feeling of insecurity in his efforts. The main question arises among teachers, what will we teach these students.

The teacher's thoughts are not focused on the individuality of the child, his capabilities and resources. Affects installation on the achievement of success in learning. As a result, there is a reluctance of the teacher to work in an inclusive class, resistance to the very idea of ​​inclusion in education, disbelief in its success and possibility. One teacher will not be able to cope with this problem without the help of specialists: special and pedagogical psychology, in the field of correctional pedagogy, the methodological service of the school and its leaders. The implementation of an inclusive approach changes the individualization of education for children with special educational needs. The first is students with disabilities. The competence of an inclusive school teacher is the ability to work with children with different learning abilities.

The experience of teachers is connected with the understanding of their own lack of knowledge in the field of correctional pedagogy. With ignorance of the forms and methods of working with children with developmental disabilities. To do this, teachers undergo professional retraining. The introduction of the practice of cooperation and joint teaching of general and special teachers will destroy the psychological barriers of the teacher, build a new perception of a child with disabilities.

Psychological readiness by a teacher is the emotional acceptance of children with various types of developmental disorders, motivational attitudes towards the idea of ​​inclusion, personal readiness of the teacher.

In this regard, the results of the study are of interest. Institute of Problems of Inclusive Education of MSUPE, which was attended by 640 teachers of secondary schools in Moscow working in inclusive practice. The study studied the following types of psychological readiness: motivational, emotional, willingness to turn on, satisfaction with professional activities. The motivational readiness of teachers includes a set of motives that are adequate to the goals and objectives of professional activity. Based on the research data, 38% of teachers are focused primarily on the personal achievements of students, 26% - on their own satisfaction, that is, the inner motives of the teacher are put in the first place. At the same time, objective factors showing the success of a teacher, such as student achievement and successful participation in subject Olympiads, were noted only by 13% and 9% of teachers, respectively. That is, they are not the leading motives for teachers in assessing their own professional performance. The attitude of external "experts" has a lesser influence on the teacher's sense of his own effectiveness. The assessment by the school management was noted only by 3% of teachers, and the responses of parents by 11%.

The results obtained indicate that teachers are guided by internal motives, and it is they that are decisive in preparing teachers for inclusive education. Thus, it is required to work with the internal motivation of teachers, which includes, first of all, the analysis and reflection of their own experiences, needs associated with work.

In the field of emotional acceptance of students, it was shown that teachers are more ready to accept children with motor disabilities than children with intellectual disabilities. Children with intellectual disabilities are the most problematic group. For them, it is necessary to use an individual adaptive training program. The satisfaction of this category of children is associated with their receipt of specially organized and carried out according to special methods of labor training, social and cultural adaptation in society.

A teacher's professional confidence, emotional and motivational readiness to work in an inclusive environment largely depends on the help of specialists and the school administration. Properly structured work to prepare the school for the implementation of an inclusive process.

It is necessary to develop an individual adaptive program, a set of monitoring studies related to the dynamic assessment of the psychological parameters of the inclusion process in a general education institution and in the system as a whole.

The teacher of inclusive education sees, hears, perceives children with disabilities. Also finds a way out of any uncertain situation. Show interest in the subject area of ​​the field of knowledge in which he works.

M. Kasymov, L. Bekembetova

Taraz State Pedagogical Institute, Kazakhstan

Features of the professional activity of a teacher in inclusive education

A person's belonging to a particular profession is manifested in the features of his activity and way of thinking. The teaching profession refers to a group of professions whose subject is another person. However, the teaching profession is distinguished from a number of others, first of all, according to the way of thinking of its representatives, an increased sense of duty and responsibility, and in this regard, the teaching profession stands apart, standing out in a separate group. Having as the goal of his activity the formation and transformation of the personality, the teacher is called upon to manage the process of her intellectual, emotional and physical development, the formation of her spiritual world. The peculiarity of the pedagogical profession also lies in the fact that by its nature it has a humanistic, collective and creative character. In accordance with the principles of humanization and individualization, it is necessary to take into account the psychological and pedagogical characteristics of children as much as possible, to create conditions conducive to the timely and full development of all children without exception: children with disabilities; children with different levels of development and abilities; children from other ethnic or cultural groups. This task is solved by inclusive education, which is intensively included in the practice of modern school, sets many complex goals and new tasks for it.

Inclusion covers deep social aspects, and, above all, a moral, material, pedagogical environment must be created, adapted to the educational needs of any child. All needs can be met only in close cooperation with parents, in close-knit team interaction of all participants in the educational process. People who are ready to change with the child and for the sake of the child, and not only the “special”, but also the most ordinary, should work here. Inclusive education is associated with changes at the value, moral level. The changing educational paradigm, the growing integrativity of the educational space, its openness, the need to implement various models and technologies of education quite significantly transform the ideas about what professional and personal characteristics of a modern teacher should be considered really significant, and especially in the conditions of inclusive education.

Already at the first stages of the development of inclusive education, there is an acute problem of unpreparedness (professional, psychological and methodological) of mass school teachers to work with children with special educational needs; there is a lack of professional competencies of teachers to work in an inclusive environment, the presence of psychological barriers and professional stereotypes of teachers. General education teachers need specialized comprehensive assistance from specialists in the field of correctional pedagogy, special and educational psychology, which will provide an understanding and implementation of approaches to the individualization of teaching children with special educational needs, primarily students with disabilities. But the most important thing that mass school teachers must learn is to work with children with different learning abilities and take this diversity into account in their pedagogical approach to each.

The main psychological “barrier” is the fear of the unknown, the fear of the harm of inclusion for other participants in the process, negative attitudes and prejudices, the teacher’s professional insecurity, unwillingness to change, and psychological unpreparedness to work with “special” children. This poses serious challenges not only to the psychological community in the education sector, but also to methodological services, and most importantly, to the heads of educational institutions that implement inclusive principles.

The basic psychological process that affects the effectiveness of the teacher, who is involved in the inclusion of a child with special needs in the process of general education, is the emotional acceptance of this child.

When working with special needs children, educational goals other than academic outcomes need to be taken into account. An inclusive educational community largely changes the role of the teacher, because it is he, in cooperation with other specialists, who must be able to activate the potential of students, involve all students in various types of communication, understand the individuality of each, promote the participation of each student in social contacts outside the school, and at the same time be in close contact with parents. Such a professional position of the teacher will allow him to overcome his fears and anxieties, to reach a completely new level of professional excellence.

Literature:

1. Towards an Inclusive School: A Guide for Teachers. - USAID, 2007.

2. Nazarova N. Integrated (inclusive) education: genesis and implementation problems // Social pedagogy. 2010, No. 1.

3. Loshakova I.I., Yarskaya-Smirnova E.R. Integration in conditions of differentiation: problems of inclusive education of children with disabilities. - Saratov, 2002.

Inclusive education- this is education, which, despite the existing intellectual, physical, emotional, social or other characteristics, provides everyone with the opportunity to be involved in the general process of education and upbringing. The problem of introducing inclusive education in Russian educational institutions is relevant for many Russian researchers.

Download:

Preview:

municipal budgetary preschool educational institution

city ​​of Tulun "Kindergarten "Firefly"

“Professional and personal qualities of a teacher in the conditions

inclusive education"

Prepared by:

educators Gerashchenko I.I.

Kutuzova N.Yu.

Tulun, 2018

Slide 2. Inclusive education- this is education, which, despite the existing intellectual, physical, emotional, social or other characteristics, provides everyone with the opportunity to be involved in the general process of education and upbringing.

The problem of introducing inclusive education in Russian educational institutions is relevant for many Russian researchers.Inclusive educationis one of the components of general education. This is a new area of ​​pedagogical knowledge, which attracts the attention of not only specialists, but also the general public. Thus, education for everyone and for everyone is one of the urgent challenges of our time.

The state guarantees every child the right to free general education. Pedagogical integration involves the joint life of children who have developmental disabilities and their normally developing peers in an educational institution.

Slide 3. One of the key actors in the ongoing changes in education are teachers. After all, it is they who are destined to create and support an inclusive process.

For the professional and personal training of teachers, it is necessary:

• representation and understanding of what inclusive education is, how it differs from traditional forms of education;
• knowledge of psychological patterns and characteristics of the age and personal development of children in an inclusive educational environment;
• knowledge of the methods of psychological and didactic design of the educational process for the joint education of children with impaired and normal development;
• the ability to implement various methods of pedagogical interaction between all subjects of the educational environment (with children individually and in a group, with parents, colleagues, specialists, management).

slide 4. What are the requirements for the professional activity of a teacher? What can and should change in his professional and personal development?

One of the key documents that define the requirements for the professionalism of a teacher is the Professional Standard of a Teacher.

Slide 5. Inclusive education rests on three pillars:

1. Recognizing the value of every child.

2. Possibility of adapting the educational program.

3. The readiness of the teacher to accept and interact with any pupil.

Inclusive education, like no other, connects the professional and humanistic orientation of the individual, which manifests itself in the teacher's awareness of the humanistic values ​​of professional activity, satisfaction with it, purposefulness in mastering professional skills, effectiveness and activity of the individual in achieving humanistic goals and objectives of raising and educating children.

slide 6 . A teacher preparing to work with children with disabilities must adopt the following system of professional value orientations:

Recognition of the value of the child's personality, regardless of the severity of its violation;

Focus on the development of the personality of a child with a developmental disorder in general, and not only on obtaining an educational result;

Awareness of one's responsibility as a bearer of culture and its translator for people with developmental disabilities;

Understanding the creative essence of pedagogical activity with children with disabilities, which requires great spiritual and energy costs, and more.

Slide 7. An important component of the professional and personal readiness of a teacher working with children with disabilities, in our opinion, is the readiness to provide assistance. According to various sources, readiness to help is an integral personal quality, including: mercy, empathy, tolerance, pedagogical optimism, a high level of self-control and self-regulation, goodwill, the ability to observe, the ability to summarize observations and use the increased amount of information about the child to optimize pedagogical work. ; perceptual skills; creativity, creative approach to solving problems, tasks of pedagogical work and more. The teacher must be aware of the importance of these qualities and strive to develop them.

Slide 8. Mercy - one of the essential expressions of humanity. In the concept of mercy, spiritual and emotional(experiencing someone else's pain as your own)and practical(rush to real help)Aspects. Unlike humanity, which is considered in relation to all living things, people, both in need of help and self-sufficient, mercy is used in relation to people in need of help.(disabled, sick, elderly, etc.)and reflects the willingness to help those in need and the help itself.

Slide 9. Empathy - an important professional quality of a teacher working with children with disabilities. It involves understanding the child, sympathy for him, the ability to see the situation through his eyes, to take his point of view. Empathy is closely related to the phenomenon of acceptance, which refers to a warm emotional attitude on the part of others towards a child with disabilities.

Slide 10. Tolerance includes tolerance, resistance to stress, uncertainty, conflict, behavioral deviations, aggressive behavior, violation of norms and boundaries. A teacher in professional activities often has to show a tolerant, calm, benevolent attitude towards the unusual appearance of pupils, their inappropriate behavior, fuzzy speech, and sometimes frankly rude, boorish statements. Therefore, for such a teacher, a high level of tolerance is one of the factors that ensure the effectiveness of his work.

Slide 11. Pedagogical optimismin relation to children with disabilities implies confidence in the progress in the development of such a child, faith in his potential. Along with this, one should be wary of making excessive demands on the child, expecting from him higher results than those of which he is capable.

A teacher working with children with disabilities must have a high level of regulation of their activities, control themselves in stressful situations, quickly and confidently respond to changing circumstances and make decisions. He needs to have in his arsenal skills that allow him to cope with negative emotions, relaxation skills, the ability to control himself, the ability to adapt in difficult, unexpected situations. The self-control of the teacher, his balance, emotional stability can prevent conflict situations in relations between children, between children and the teacher, which is of particular importance for the proper organization of the educational process, in which an important place is given to the creation of a protective regime that spares the nervous system of a child with disabilities health and protecting him from excessive overexcitation and fatigue.

slide 12. An important requirement for a teacher carrying out pedagogical activities with children with disabilities is the manifestation of delicacy and tact, including the ability to maintain the confidentiality of official information and personal secrets of the pupil.

Thus, the professional and personal readiness of a teacher to work with children with disabilities implies the formation of a whole range of qualities that are based on personal resources.

slide 13. The teacher should know and intuitively feel how and with whom to communicate in systems:

The teacher in the context of inclusive education and the child;

Teacher in conditions of inclusive education and parents (or micro social environment);

Educator in inclusive education and doctor (eg neurologist);

Teacher-teacher in conditions of inclusive education and educator;

A teacher in the context of inclusive education and a teacher in the context of inclusive education;

Teacher in conditions of inclusive education - doctor - child - parents.

We must always remember the ancient commandment: “Remember what to say, to whom to say, and how you will be understood.”

Instead of a conclusion: the appearance and culture of communication of the teacher.

slide 14. To complete the image of a modern teacher, it is necessary to take into account, in addition to everything previously listed, the culture of appearance. He should be a role model. But not in the style of clothing, of course, but in the ability to dress cleanly, neatly and comfortably. Clothing should not be “flashy”, not too bright colors, also applies to cosmetics. The whole appearance of the teacher should not distract children from the learning process. As for the teacher's speech itself, it should correspond to the moment. If this is a reading, a story, then it can be bright, emotional, able to evoke a response in the soul of a child, to interest him. If this is an explanation, the speech should be calm, unhurried, inspiring. The rule common to all moments is the grammatical and lexical literacy of speech, the inadmissibility of "lisping" otherwise the correct language skills will not be formed. It is also necessary to take into account the deviation of the child, and in accordance with this, correct your speech. During communication, the teacher should show maximum tact and patience, the manifestation of rudeness, hostility is completely unacceptable. Communication should be extremely polite, the mood in the speech is optimistic.

slide 15. The internal beliefs of a professional teacher can be represented as follows:“I know why and what I do; I see ways to achieve my goals; I clearly know the boundaries, including ethical ones, of my actions. I know that I can solve the tasks before me well, beautifully, elegantly, and I like it. I'm professional".

"For a man there is no more monstrous punishment,

than to be left in society to oneself

and go completely unnoticed.

W. James.

Bibliography:

1. Portal of psychological publications PsyJournals.ru -http://psyjournals.ru/inclusive_edu/issue/44248_full.shtml [On the preparation of teachers for work in the context of inclusive education - Inclusive education: methodology, practice, technology.
2. Merlin V.S. "Fundamentals of Personality Psychology", Perm, 1977
3. Sabelnikova S.I. Development of inclusive education /S.I. Sabelnikova // Handbook of the head of an educational institution. 2009. No. 1. S. 42-54.

PROFESSIONAL ACTIVITIES OF A TEACHER IN THE CONDITIONS OF INCLUSIVE EDUCATION Speaker: FEOFANOV Vasily Nikolaevich, Associate Professor, Department of Special, Clinical Psychology and Inclusive Education, RSSU, Ph.D. psychol. Moscow

When the famous American writer Mark Twain was asked who he considered the most prominent people of the 19th century, he answered: "Napoleon and Helen Keller." On another occasion, Mark Twain spoke of Helen Keller as the most remarkable woman since Joan of Arc. Only thanks to the patience and skill of the teacher Anna Sullivan, Elena Keller (Keller,) deserved such a high appreciation of the great writer. Teachers play a key role in the implementation of inclusive education for students with disabilities

“I was able to succeed, overcome autism, because I had good teachers.” Temple Grandin (genus) Based on personal experience, Grandin advocates for early identification and mandatory intervention by professionals in the education of children with autism, for providing all kinds of support to teachers who work with such children. Teachers play a key role in the implementation of inclusive education for students with disabilities

As a schoolboy, Brad Cohen, the protagonist of the film "In Front of the Class", more than once encountered teachers who punished him for an ailment - Tourette's syndrome, which, in their opinion, interfered with the educational process. Already as an adult, Brad decided to challenge the many barriers that stood in his way. Overcoming a lot of difficulties, meeting misunderstanding and repulse of officials, the hero of the film "In front of the class" stubbornly proved his right to become such a teacher, which he himself never had in his childhood. The film is based on Brad Cohen's autobiographical book Front of the Class: How Tourette Syndrome Made Me the Teacher I Never Had. Teachers play a key role in the implementation of inclusive education for students with disabilities

Professional competence of inclusive teachers; reorganization of the system of training and professional support of teaching staff; the formation of a positive attitude towards the phenomenon of disability among teachers, parents and children with a normative developmental option; changing the structure of curricula and space in the classroom to meet the needs of all categories of children. According to most experts, the success of inclusion largely depends on a set of pedagogical and psychological resources. Among them:

The presence of theoretical knowledge and practical skills in the field of general and special (correctional) pedagogy, age and individual psychological and physiological characteristics of children, including children with disabilities; focus on an individual approach, focus on supporting the development of the individual and unique personality of each child, in particular, the possession of diagnostic methods that allow to determine the unique needs, strengths and potential of each child in the class; possession of variable educational methods and technologies, including specific methods and techniques for corrective support of the child in the system of inclusive and integrated education; Life itself has put on the agenda the problem of expanding the field of pedagogical competencies. The main components of professional competence in the field of inclusive education of students with disabilities are:

Possession of optimal ways of organizing a correctional and developmental environment in the context of inclusive education and the use of resources of a general educational institution for the development of children (creation of special conditions for training and education, including a barrier-free living environment; the use of special educational programs and methods of training and education, special textbooks, teaching aids and didactic materials, technical teaching aids for collective and individual use; provision of services of an assistant (tutor) providing children with the necessary technical assistance); Professional competencies in the field of inclusive education (continued):

The presence of skills and abilities of team interaction between all subjects of the educational environment (with students individually and in a group, with parents, fellow teachers, specialists, management); implementation of professional self-education on the issues of education, upbringing and development of children with disabilities in an inclusive educational environment; improvement of practical skills, constant professional and personal growth. Professional competencies in the field of inclusive education (end):

The system of professional training and support of teaching staff: 1. University training. On September 1, 1995, the curriculum "Special Psychology and Correctional Pedagogy" was introduced into the curricula of pedagogical universities. Since 2010, the Federal State Educational Standards for Higher Professional Education of the third generation have come into force in the areas of training "Psychological and pedagogical education" and "Special (defectological) education". Currently, the training of graduates is carried out at the relevant faculties (departments, departments) of more than 100 universities, and at the same time, there is an acute shortage of specialists with a higher defectology education in the country. Thus, according to the Ministry of Education and Science, the Ministry of Health of Russia, the need for defectologists of the highest qualification in the country is satisfied by 12-17%. 2. Postgraduate improvement, i.e. training of teachers who already have some experience of practical work in a general education school. As practice shows, teaching children with disabilities is undoubtedly a great difficulty for teachers who were originally trained to work with students with a normative developmental variant. And short-term courses cannot fully solve the problem of professional training of qualified specialists. In a short time, it is not possible to form a new professional thinking of teachers, rebuild their personal attitudes, create a new attitude to pedagogical activity, which is necessary to solve the problems of pedagogical correction and rehabilitation of children.

The system of professional training and support of teaching staff (end): 3. Support of specialists providing inclusive education. An analysis of the first results of the introduction of inclusive education shows that many teachers: do not have special training for working with children with disabilities and note tangible gaps in theoretical and practical training; experience difficulties in organizing a particular lesson in such a class; indicate the absence (insufficiency) of the necessary professional and psychological support (both from the administration and from colleagues; this lack of professional competence in work can provoke the development of burnout syndrome.

1. Inform about what inclusion is, its values, principles, history. 2. To form a value (and not just tolerant) attitude towards children with special educational needs and to the problems of their development - as the basis of a teacher's responsible pedagogical position. 3. Provide teachers with modern knowledge about children, their problems, about modern childhood, about the patterns and characteristics of mental development. 4. Help the teacher master modern and effective technologies, methods and techniques for teaching children with special educational needs, taking into account their psychophysiological capabilities and limitations (resource pedagogy); 5. Discuss the fears and prejudices (myths of inclusion) of teachers. Show the possibilities of inclusive practice based on scientific facts, films, manuals. 6. Enrich the communicative experience of teachers, form productive cooperation. What competencies to develop in teachers teaching children with disabilities?

1. Organization of a system of continuous professional development of teachers. In Italy, for example, all principals are required to participate in on-the-job training, and teachers are required to complete a 40-hour professional development course per year. 2. Organization of intra-school events aimed at forming a team of like-minded people. This will allow you to join the experience of more experienced colleagues, get answers to specific questions, and avoid possible mistakes and difficulties in your practical activities. Possible forms are permanent problematic seminars, round tables, psychological workshops, individual consultations with graduates, communication in a professional club, etc.); 3. Close interaction of schools with specialists from organizations related to the field of healthcare and social protection of the population. 4. Providing teachers with the necessary professional and psychological support (both from the side of the administration and from the side of a psychologist). How to train teachers to work with children with disabilities?

The term is derived from supervidere and means "to view from above". In the most general sense, psychological supervision is the activity of supervisors aimed at providing psychological assistance to specialists who professionally assist clients, patients (supervisees) in solving professional-personal or personal-professional problems. The main goal of supervision is for one person, the supervisor, to meet with another supervisee and try to make the latter more effective in helping people, to promote his personal and professional growth. Supervision as a form of support for teachers

Educational (teaching, developing) function: professional training, training, education, transfer of knowledge and skills, training (exercise of methods and methods), instructions for self-reflection, constructive feedback, professional socialization, development of professional identity. Supporting (advisory) function: Emotional support in cases of difficult professional situations, accompaniment or unloading, help, if necessary, to cope with stress at work, creating self-defense against overload, personal mental hygiene, psychoprophylaxis of burnout syndrome, professional and personal deformation. Administrative (control, expert) function: assessment (examination, assurance) of quality, optimization and improvement of the activities of specialists in helping professions or the optimal “functioning” of the institution, preservation of ethical professional principles, control of legislative or departmental regulations, protection of clients, patients. Supervision functions

The method of discussion research-teaching group seminars got its name from the name of the creator - Michael Balint (), who conducted seminars in the London Tavistock Clinic with medical students and assistants in the 50s in order to orient them towards "patient-centered" medicine , contrasting it with "disease-centered". In the classical Balint group, the central object of study is the "specialist-client" relationship. Subsequently, the educational and professional development goal came to the fore. Tasks of the Balint group: 1. Increasing competence in professional interpersonal communication. 2. Awareness of personal "blind spots" that block professional relationships with the client. 3. Expansion of ideas about the corrective process. 4. Psychoprophylaxis of group members, based on the possibility of working through "unsuccessful" cases in a situation of collegial support. Balint groups as a form of support for teachers

The emergence of confidence in success, maintaining self-esteem; Activation of personal resources, promotes professional growth; Full realization of professional potential; And ultimately, it contributes to the optimization of professional activity. What does the increase in professional competence give?