PRE-SCHOOL EDUCATION TEACHERS’ COMPETENCE DEVELOPMENT IN THE WORK WITH CHILDREN WITH SPEECH DISORDERS IN INCLUSIVE EDUCATION
DOI:
https://doi.org/10.17770/er2019.2.4231Keywords:
inclusive education, teachers’ competence, children with speech disorders, teachers’ competence development programmeAbstract
From generation to generation, there are still very topical issues affecting the education system, the quality of its performance, the methods used and the forms of organization. In the 20th century inclusive education problems were studied in Europe and the United States. Several laws have been developed that increase the ability of children with special needs to receive quality education according to their needs and abilities.
There are countries where inclusive education is seen as an approach to care for disabled children. But at international level, it is seen as a reform that supports diversity among all students (UNESCO, 2001).
The aim of this study is to investigate the competence of pre-school education teachers in working with children with insufficient development of the language system, to develop and approbate a program for teacher competence development.
The study summarizes the questionnaire data of pre-school teachers.
Quantitative and qualitative research methods were used.
The research results suggest that there is a need for regular improvement of teachers' competence in working with children with insufficient development of the language system.
Downloads
References
Ainscow, M., & Haile-Giorgis, M. (1999). Educational arrangements for children categorised as having special needs in Central and Eastern Europe. European Journal of Special Needs Education, 14(2), 103-121.
Ainscow, M. T., Booth, A., Dyson, P., Farrell, J., Frankham, F., Gallannaugh, A., & Howes, R. S. (2006). Improving schools, developing inclusion. London: Routledge.
Allen, J. (2003). Productive pedagogies and the challenge of inclusion. British Journal of Special Education, 3(4), 175-179.
Armstrong, A., Armstrong, D., & Spandagou, I. (2011). Inclusion: By choice or by chance? International Journal of Inclusive Education, 15(1), 29-39.
Bērziņa, Ž. (2010). Mentorings sadarbības kultūras veicināšanai iekļaujošā skolā. (Promocijas darbs). Daugavpils: DU.
Broomfield, J., & Dodd, B. (2004). Children with speech and language disability: caseload characteristics. Journal of Language & Communication Disorders, 39(3), 303-324.
Council of the European Union. (2009). Council conclusions of 12 May 2009 on a strategic framework for European cooperation in education and training (‘ET 2020’). 2009/C 119/02. Retrieved from http://ejuz.lv/pdl
Council of the European Union. (2011). Council conclusions on early childhood education and care: providing all our children with the best start for the world of tomorrow. 2011/C 175/03. Retrieved from http://ejuz.lv/pdk
Di Gennaro, D. C., Pace, E. M., Iolanda, D., & Aiello, C. (2014). Teacher capacity building through critical reflective practice for the promotion of inclusive education. Problems of Education in the 21st Century, 60, 54-65.
European Agency for Development in Special Needs Education (EADSNE). (2012). Profile of inclusive teachers. Odense, Denmark: EADSNE.
European Agency for Special Needs and Inclusive Education. (2017). Inclusive Early Childhood Education. F. Bellour, P. Bartolo, & M. Kyriazopoulou (Eds.). Odense, Denmark.
European Commission. (2001). Communication from the Commission: Early Childhood Education and Care: Providing all our children with the best start for the world of tomorrow. Retrieved from http://ejuz.lv/pdm
European Commission. (2014). Proposal for key principles of a Quality Framework for Early Childhood Education and Care. Report of the Working Group on Early Childhood Education and Care under the auspices of theEuropean Commission. Retrieved from http://ejuz.lv/pdn
Forlin, C. (2008). Education reform to include all learners in the Asia–Pacific Region. In C. Forlin (Ed.), Catering for learners with diverse needs: An Asia–Pacific focus “Marden Professional Development Program” (pp. 1–10). Hong Kong: The Hong Kong Institute of Education.
Forlin, C. (2010). Teacher education reform for enhancing teachers‟ preparedness for inclusion. International Journal of Inclusive Education, 14(7), 649–54. doi: 10.1080/13603111003778353
Guseva, V. (2012). Diferencētas mācības iekļaujošās pieejas nodrošināšanai pamatizglītības pirmajā posmā. (Promocijas darba kopsavilkums). Daugavpils: DU.
Hoff, E. (2006). ‘How social contexts support and shape language development. Developmental Review, 26(1), 55-88.
Jel'konin, D. B. (2005). Psihologicheskoe razvitie v detskih vozrastah. Voronezh.
Kruteckij, V. A. (1980). Psihologija. Uchebnik dlja uchawihsja ped. uchiliw. M.: Prosvewenie.
Leech, N., & Onwuegbuzie, A. (2009). A typology of mixed methods research designs. Quality and Quantity: International Journal of Methodology, 43, 265–275.
Levina, R. E. (2005). Narushenija rechi i pis'ma u detej.: izbr. tr. / red. sost. G.V. Chirkina, P.B. Shoshin. M.
Ljubetić, M., & Kostović Vranješ, V. (2008). Pedagogical (in) competence of teachers. Educational science, 10(1), 209-230.
Loreman, T. (2009). Straight talk about inclusive education. CASS Connections, Spring.
Mitchell, D. (2008). What really works in special and inclusive education: Using evidence–based teaching strategies. London–New York: Routledge.
Mittler, P. (2000). Working Towards Inclusive Education. London: Fulton.
Namsone, D., Čakāne, L., & Sarceviča-Kalviške, D. (2016). Teacher Teams and Schools Become Leaders to Disseminate Innovative Practice. Society. Integration. Education. Proceedings of the International Scientific Conference, 2016. Volume II, 208–222. DOI: http://dx.doi.org/10.17770/sie2016 vol2.1393
Nishimura, T. (2014). Effective professional development of teachers: A guide to actualizing inclusive schooling. International Journal of Whole Schooling, 10(1), 214-230.
Nīmante, D. (2008). Bērnu ar speciālām un īpašām vajadzībām iekļaujošā izglītība Latvijā: vēsturiskais un mūsdienu konteksts. Sociālā pedagoģija. (Promocijas darbs pedagoģijas doktora zinātniskā grāda iegūšanai). Rīga: Latvijas Universitāte.
Orska, R., & Olutnika, A. (2005). Bērns ar attīstības traucējumiem vispārējās izglītības iestādē. Rēzekne: RA izdevniecība.
Rouse, M. (2008). Developing inclusive practice: A role for teachers and teacher education? Education in the North, 1(16), 1-20.
Rouse, M., & Florian, L. (2012). Inclusive practice project: Final report.
Rozenfelde, M. (2016). Skolēnu ar speciālajām vajadzībām iekļaušanas vispārējās izglītības iestādēs atbalsta sistēma. (Promocijas darbs). LU PPMF. Sk. (01.10.2018). Pieejams http://ejuz.lv/ouw,
Schaeffer, S. (2008). Realizing inclusive education through applying a rights-based approach to education. Paper presented at UNESCO International Conference on Education ‘Inclusive education: the way of the future’ 48th session, Geneva, 25-28 November 2008.
Sharma, U., Loreman, T., & Forlin, C. (2012). Measuring teacher efficacy to implement inclusive practices. Journal of Research in Special Educational Needs, 12(1), 12-21. DOI:10.1111/j.14713802.2011.01200.x
Spencer, T. D., & Slocum, T. A. (2010). The effect of a narrative intervention on story retelling and personal story generation skills of preschoolers with risk factors and narrative language delays. Journal of Early Intervention, 32(3), 178-199.
Tomlinson, C. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
Tūbele, S. (2002). Skolēna runas attīstības vērtēšana. Rīga: RAKA.
Tūbele, S.( 2004). Ja skolēns raksta nepareizi... . Rīga: RaKa.
UNESCO. (2001). The Open File on Inclusive Education. Paris: UNESCO (UNESCO 1994) World conference on special needs education: access and quality.
UNESCO. (2012). Education: Addressing exclusion. Retrieved from: http://ejuz.lv/oux
United Nations. (1990). Convention on the Rights of the Child. Retrieved from http://ejuz.lv/pdr
United Nations. (2006). Convention on the Rights of Persons with Disabilities. Retrieved from http://ejuz.lv/pdp
Urton, K., Wilbert, J., & Hennemann, T. (2014). Attitudes towards inclusion and self-efficacy of principals and teachers. Learning Disabilities: A Contemporary Journal, 12(2), 151-168.
Vygotskij, L. S. (1997). Voobrazhenie i tvorchestvo v detskom vozraste. Spb., Sojuz.
Winter, E., & O’Raw, P. (2010). Literature review of the principles and practices relating to inclusive education for children with special educational needs. Trim, Ireland: National Council for Special Education.
World Health Organization and UNICEF. (2012). Early Childhood Development and Disability: A discussion paper. Geneva: World Health Organization. Retrieved July 08, 2018, from http://ejuz.lv/pdq
