Alona Korol
@vspu.edu.ua
Valentina Voloshyna Faculty of Pre-school and Primary Education
Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University
RESEARCH, TEACHING, or OTHER INTERESTS
Education
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Scholar Citations
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Scholar i10-index
Scopus Publications
Alona Korol, Ivan Konovalchuk, Olena Kolosova, Nataliia Tarnavska, and Anna Khilya
Rezekne Academy of Technologies
This paper presents the issues of distance education, basic research on inclusive education and the current need for teacher training. The sudden «jump» from full-time distance learning has created a «collapse» in terms of inclusion. That is why our study considered: difficulties formation of inclusion and non-compliance and opportunities for all participants in the educational process; narrow orientation subjects and the lack of real practice for working with children with disabilities in the proposed training program for teachers; mismatch legal requirements and opportunities for schools to provide socialization and getting proper education of children with disabilities.During the collection and analysis of information, we used remote research methods, which included survey using Google forms; online meetings and interviews with teachers and teacher assistants; online discussions on the specifics of the proposed content and its adaptation to the needs of the inclusive class and for children with disabilities.According to the results of our research, we found some contradictions between the requirements for the creation of an inclusive educational space, the forms offered for distance learning, and the opportunities of participants in the learning process. It is possible to design and develop specialized courses for teachers working with children with disabilities.
Alona Korol, Olena Blashkova, Viktoriia Kravchenko, and Anna Khilya
Rezekne Academy of Technologies
Contemporary technologies of training specialists in different professions envisage mastering the skills of a 'quality user' of computer technologies. At the same time, the issues of training primary school teachers, specialists in inclusive and remedial education to use more complex multimedia systems with the need to understand programming processes have often been excluded from basic courses as an 'unnecessary' component.But considering the current trends towards distance education, the “rejuvenation” of 'advanced users' and the need to maintain a educator's reputation, the trend towards introducing such systemic courses in the training process for specialists in primary, inclusive and correctional education has become a kind of concept for professional competence. It was based on the needs of today's teachers to transfer knowledge through multimedia systems (creating interactive databases, web pages, blogs or websites, preparing and conducting WebQuests, using computer games from producers or their own development through the platforms Wordwall, Etreniki, Flippity and Scratch programmes, etc.) that became the deciding factor for introducing specific topics on their use into training courses and expanding basic programmes of computer competency. Also, the training process began to include interaction with the training audience through social media. This multi-component work to develop a «modern/advanced» teacher provides the basis not only for improving the quality of the educational process, but also for its individualization according to the needs of each participant and his/her special educational needs, allowing to change the complexity of tasks, the saturation of tasks with audiovisual information.