INCLUSIVE TEACHER PROFILE

  • Violeta Kyurkchiyska Shumen University "Ep.K.Preslavski", Bulgaria
Keywords: еducational process, an inclusive teacher profile, training, inclusive environment

Abstract

In modern schools, children with different opportunities and needs are trained and educated. The new social reality requires an organization of the educational process involving all students, regardless of their potential. Together students with learning difficulties, with special educational needs, children at risk and those with outstanding opportunities in science, art and sports will be trained. This is called an inclusive schooling system, which is different from the traditional integrated schooling system. The latter has the character of inclusion, i. integrated learning provides an opportunity for children with learning needs to participate in an educational environment for everyone. This is ensured by building a supportive environment that includes appropriate architectural and social living conditions, individual educational programs, complex pedagogical assessment team, special educational tools and equipment, didactic materials and tools, etc. Unlike integrated, inclusive schooling is a humane act that implies no spatial mixing of children, emphasizes on quality education, regardless of opportunities and needs. A process in which integrated learning has a significant place, a process that seeks to eliminate all forms of segregation in education, encompass vulnerable and isolated children, and to encourage and foster the participation of all children.
This implies a change in the overall educational process in the center of which is the teacher. One who implements training that responds adequately to the variety of students with different opportunities. One who uses methods and tools, on the basis of which the individuality of the learner is leading and contributing to the mastery of key competences by all students. The inclusive teacher has an adequate teaching (not only for academic knowledge but for developing social and other competencies and support.) Furthermore, an inclusive teacher educates in tolerance and respect for differences and, on the other hand, stimulates the introduction of a pedagogical, child-oriented approach. Working in a team of specialists in the direction of socializing and educating students by creating conditions for increased social contacts and relationships, helping to build self-confidence related to capable achievements and achievements are just some of the tasks. Moreover, the teacher prepares students for a successful transition to every next life stage.
The inclusion teacher's profile is built in parallel with the implementation of inclusive education. There are many unresolved issues and challenges ahead of him that will allow him to participate in various trainings.
Inclusive teacher qualification more than ever becomes a permanent process that is part of his career development and professionalism.

References

Butt, T., Einscoe, M., (2008) To Improve Learning and Participation in Schools. Inclusion Index –

Guide to managing inclusive processes at school, Center for the Study of Inclusive Education,рр.13

Dugin, А., (2009) Postphilosophy. Three paradigms in stories missions,М. рр.23, 2009

Ivanova, G., (2014) The Challenge "Inclusive Education", Collection of Reports of Participants in the Inclusive Education Project, Plovdiv, pр.23

Kyurkchiyska, V., (2017) Inclusive education - a challenge for the primary school teacher, Universitetsko izdatelstvo,Shumen

Nikolova, М., (2019) Culture and Education, hand in hand, www.kultura.bg, last visited on 22 March 2019

Ordinance on inclusive education, Obn.DV, br.86/ 27.10.2017 г

Published
2019-07-26
How to Cite
Kyurkchiyska, V. (2019). INCLUSIVE TEACHER PROFILE. Knowledge International Journal, 32(1), 105 - 111. Retrieved from https://ikm.mk/ojs/index.php/KIJ/article/view/1412