Experience of psycho-pedagogical monitoring Psychological-medical-pedagogical counseling (PMPC) of teachers in educational institutions in the process of introducing and implementing inclusive education in the Republic of Sakha (Yakutia)

Abstract

The paper describes the experience of psycho-pedagogical support of teachers in educational institutions, their psychological readiness for the introduction of inclusive education in Neryungri district, the need of pedagogical self-consciousness transformation, teachers view on educational and training system and on social communication system. The experience of practical use and features of inclusive education introduction by PMPC specialists are being summarized. To study the readiness to implement inclusive education in educational institutions and preschools of Neryungri district psychological diagnostics of teachers in educational institutions of Neryungri District was conducted by PMPC specialists. In respect that teachers have a big role in inclusive education, it is necessary to develop and implement complex of measures for psychological maintenance and support of teachers and specialists of social and psychological services within the implementation of inclusive education. Neryungri District PMPC’s activities are aimed at updating and development of qualities, which create a professional and personal readiness of teachers for work with disabled children, provide differential and individual-personal approach and development of moral reflection.

Keywords

• inclusive education
• psychological-medical-pedagogical counseling
• pedagogical self-consciousness
• children with special educational needs
• psycho-pedagogical maintenance and support of teachers