(2018) Science and education, 2, 5-10. Odessa.

Viktoriia Korneshchuk,
Doctor of Pedagogy, professor, Head of the Department of Рsychology and Social Work,
Odessa National Polytechnic University, 1, Shevchenko avenue, Odesa, Ukraine,
Maryna Bodelan,
senior teacher at the Department of Рsychology and Social Work,
Odessa National Polytechnic University, 1, Shevchenko avenue, Odesa, Ukraine

PEDAGOGICAL CONDITIONS OF FORMING FUNCTIONAL COMPETENCE OF FUTURE SOCIAL WORKERS

Street social work is a part of professional activity aimed at assistance to individuals and social groups in overcoming personal and social difficulties by establishing and maintaining contacts between them and social service specialists, protection, correction and rehabilitation outside. Functions performed by a social worker (social assistance, help in coping with consequences of natural disasters and social conflicts, social compensatory, diagnostic, prognostic, warning and preventive, human rights function, socio-pedagogical, socio-household, communicative, advertising and advocacy, moral and humanistic, organizational), impose certain requirements to his/her knowledge, abilities, skills, personal and professional qualities which compose his/her functional competence. Functional competence is a complex of such social worker’s qualities as technological, interactive, interdisciplinary and also progress competency. Pedagogical conditions contributing to the formation of functional competence of a future social worker in street social work is a complex of external and internal circumstances and their introduction in the process professional training of students. Taking into account the specifics of these workers’ functional competence the following pedagogical conditions contributing to its formation, have been distinguished: facilitation in professional training of students; organization of professional training on the basis of interaction; acquiring practical experience in street social work; motivation of students for the realization of street social work on ethical grounds. In order to assess professionally important and personal qualities which compose functional competence of future social workers in the field of street social work, the following techniques were used: The Method of Diagnosis of Interpersonal Relations by T. Leary, 16PF Questionnaire by R. Cattell, Assessment of the Level of Friendliness” by V. Ryakhovsky, “Diagnosis of Personality Orientation by B. Bass” by V. Smekal, M. Kucher. The survey involved 280 students. The results of the carried out pedagogical experiment has shown that the suggested pedagogical conditions do contribute to the formation and development of the functional competence of this category of workers, which has been checked and proved by means of Mann-Whitney U-test.

street social work; future social worker; functional competence of future social workers in street social work; pedagogical conditions.

1. Bodelan, M. V. (2016). Functionalna competentnist socialnoho pracivnika shchodo vulichnoi socialnoi roboti [Functional competence of social worker in street social work]. Science and Education a New Dimension: Pedagogy and Psychology, ІV (48), 11–13 [in Ukrainian].
2. Korneshchuk, V. V., Muzyka, Y. О. (2014). Interactive education in the system of training of prospective social workers. Science and Education a New Dimension: Pedagogy and Psychology, II(8), 15-18 [in English].
3. Korneshchuk, V. V. (2017) Professional Training of Future Social Workers: Foreign Experience Review. Nauka i osvita [Science and Education], 4, 29–33 [in English].

(2018) Science and education, 2, 11-15. Odessa.

Burak Gökbulut,
Ass. Prof., Near East University, Faculty of Arts and Science,
Department of Turkish Language and Literature,
Nicosia, Cyprus,
This email address is being protected from spambots. You need JavaScript enabled to view it.,
Mustafa Yeniasır,
Ass. Prof., Near East University, Atatürk Faculty of Education,
Department of Turkish Language Teaching,
Nicosia, Cyprus,
This email address is being protected from spambots. You need JavaScript enabled to view it.

EXAMINATION OF PERCEPTION OF PEERS CONCERNING INDIVIDUALS
WITH SPECIAL NEEDS BASED ON NARRATIVE EXPRESSION

Teachers, school management and families have important impact as factors on the success of inclusive teaching which can be explained in general as providing education to students with special needs in the same environment with their peers without any incompetency. Probably one of the most important factors is the perception, attitude and opinion of students concerning their peers with special needs and the inclusive education who show normal development sharing the same classroom with students with special needs. The purpose of this study is to determine the attitudes, behaviours and perceptions of peers in elementary schools with inclusive education towards individuals with special needs and to identify the ways of ensuring sustainable social acceptance by peers. Data collection was based on qualitative approach in the study, and the opinions of 3rd, 4th and 5th grade students of an elementary school with inclusive education on peers with special needs were determined through examinations based on completing an unfinished story. According to the findings obtained in the study, it can be claimed that perception and attitude towards individuals with special needs is positive in elementary schools in Northern Cyprus but it should be supported with law and training.

peer, sustainability, special education, inclusion, special needs, Northern Cyprus.

1. Ahmetoğlu, E. (2015). Inclusion at Preschool Period. Education in the 21st Century: Theory and Practice. Sofia: St. Kliment Ohridski University Press. 278-296
2.Armstrong, F., Barton, L. (1999). Disability, Human Rights and Education: Cross-Cultural Perspectives. London: McGraw-Hill Education.
3.Bohner, G., Dickel, N. (2011). Attitudes and Attitude Change. Annual Review of Psychology. 62, 391-417.
4.Foley, H., Matlin, M. (2015). Sensation and Perception. New York: Routledge- Psychology Press (Taylor&Francis).
5.Holmberg, J., Sandbrook, R. (1992). Sustainable Development: What is to be Done. Making Development Sustainable: Redefining Institutions, Policy, and Economics. (Edited by Johan Holmberg), Washington: Island Press, 19-38.
6.Kuhlman, T., Farrington, J. (2010). What is Sustainability?. Sustainability. 2. 3436-3448.
7. Ayral, M., Özcan, Ş., Can, R., Ünlü, A., Bedel, H., Şengün, G., Demirhan, Ş., Çağlar, K. (2015). The Factors That Affect the View of Normally Developing Students for Students with Special Needs. Abant İzzet Baysal University Faculty of Education Journal. 15 (Special issue). 218-230.
8.Sindelar, P. T., Shearer, D. K., Yendol-Hoppey, D., Liebert, T. W. (2006). The sustainability of inclusive school reform. Exceptional Children .72 (3). 317-331.
9.Petry, K. (2018). The Relationship between Class Attitudes towards Peers with a Disability and Peer Acceptance, Friendships and Peer Interactions of Students with a Disability in Regular Secondary Schools. European Journal of Special Needs Education. 33 (2). 254-268.
10. Seidler, R., Bawa, K. S. (2009). Dimensions of Sustainable Development-Vol. I. Oxford: EOLSS Publications.
11. Batu, E.S., Çolak, A., Odluyurt, S. (2012). Inclusion of Children with Special Needs. Ankara: Vize Publications.
12. Vogel, T., Wanke, M. (2016). Attitudes and Attitude Change. New York: Routledge-Psychology Press.
13. Yıldırım, A., Şimşek, H. (2013). Qualitative Research Methods. Ankara: Seçkin Publications.

(2018) Science and education, 2, 16-26. Odessa.

Liliia Riabovol,
Doctor of Pedagogy, associate professor,
Department of State-Legal Disciplines and Administrative Law,
Volodymyr Hrytsenko,
Doctor of Law, professor,
head of the Department of Branch Law and Environmental Activity,
honored lawyer of Ukraine,
Olena Sokurenko,
PhD (Candidate of Legal Sciences), senior lecturer,
Department of Branch Law and Environmental Activity,
Volodymyr Vynnychenko Central Ukrainian State Pedagogical University,
1, Shevchenka Str., Kropyvnytskyi, Ukraine

METHODICAL SYSTEM OF LEGAL DISCIPLINES UNIVERSITY COACHING

The need for lawyers with new personal and professional qualities led to the necessity of the legal education improvement. This requires fundamental changes in the content of legal disciplines, the introduction of innovative technologies into the educational process at higher educational institutions. One of these is coaching, which helps to improve students’ skills and in general helps them learn to study. The paper aims to substantiate the methodical system of legal disciplines coaching in terms of higher education. A pedagogical experiment was held on the basis of the Faculty of History and Law of Volodymyr Vynnychenko Central Ukrainian State Pedagogical University. In total, 150 law students were engaged in the study and divided into experimental and control groups, while teaching “Constitutional Law of Ukraine” to them. The experimental group was taught according to the suggested methodology, while there were no changes in the control group educational process. The main forms of study within the experimental methodology are as follows: lectures with the formulation of problem issues and logical questions; seminars / workshops; consultations (individual, paired / teamwork); colloquiums; independent work; assessment techniques. The main methods applied are as follows: the solution of cases based on the legal acts and the development of necessary procedural documents; interactive methods; conducting research studies and projects, writing abstracts, scientific articles; scientific literature annotating and reviewing; ICT, e-learning. The peculiarity of the suggested methodology is the partnership relations between the teacher and the student and their joint work on the specification of goals, the analysis of the content, the selection of forms and methods of training, etc. The comparison of the results of the testing conducted in the control and experimental groups at the beginning and at the end of the experiment has statistically confirmed the effectiveness of the methodology of legal disciplines university coaching.

methodical system, coaching, legal disciplines, higher legal education, learning outcomes, competence.

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2. Downey, М. (2003). Effective Coaching: Lessons from the Coaches' Coach. New York: Texere Publishing [in English].
3. Kontseptsiia vdoskonalennia pravnychoi (iurydychnoi) osvity dlia fakhovoi pidhotovky pravnyka vidpovidno do yevropeiskykh standartiv vyshchoi osvity ta pravnychoi profesii: proekt [Concept of improvement of legal (legal) education for professional training of a lawyer in accordance with European standards of higher education and law profession: project]. Retrieved from: https://mon.gov.ua/ua/osvita/visha-osvita/koncepciyavdoskonalennya-pravnichoyi-yuridichnoyi-osviti-dlyafahovoyi-pidgotovki-pravnika [in Ukrainian].
4. Parslou, E. (2003). Kouching v obuchenii: prakticheskie metodyi i tehniki [Coaching in teaching: practical methods and techniques]. Saint Petersburg: Piter [in Russian].
5. Pro vyshchu osvitu: Zakon Ukrainy № 1556-18 vid 01.01.2018 [On higher education: law of Ukraine № 1556-18 dated 01.01.2018]. Retrieved from: http://zakon2.rada.gov.ua/laws/show/1556-18
6. Pro osvitu: Zakon Ukrainy № 2145-19 vid 05.09.2017 [On education: law of Ukraine № 2145-19 dated 05.09.2017 ]. Retrieved from: http://zakon3.rada.gov.ua/laws/show/2145-19 [in Ukrainian].
7. Riabovol, L. T. (2016). Systema vyshchoi yurydychnoi osvity v Ukraini [The system of higher legal education in Ukraine]. Chasopys Kyivskoho universytetu prava – The journal of the Kyiv University of Law, 2, 379- 383. Kyiv: Kyivskyi universytet prava NAN Ukrainy [in Ukrainian].
8. Stiefel, Rolf Th. (2000): 1st Coaching der neue Modebedarf? In: Management-Andragogik und Organisationsentwicklung. Ein Informationsbrief fuer Fuehrungskraefte, die sich fuer Lernen, Entwicklung und Wandel von und in Organisationen interessieren und engagieren [in English].
9. Thorpe, S. (2003). Coaching Handbook: An Action Kit for Trainers and Managers. London: Cogan Page [in English].
10. Tomashek, N. (2008). Sistemnyiy kouching. Tseleorientirovannyiy podhod v konsultirovanii [System coaching. A goal-oriented approach in counseling]. Kharkiv: Izd-vo Gumanitarnyiy Tsentr [in Russian].

(2018) Science and education, 2, 27-33. Odessa.

Vyacheslav Blikhar,
Doctor of Philosophy, professor,
Head of the Department of Philosophy and Political Science,
Mariana Kashchuk,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Foreign Languages and the Culture of Professional Speech,
Alla Marchuk,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Psychology,
Lviv State University of Internal Affairs,
26, Horodotska st., Lviv, Ukraine

PSYCHOLOGICAL AND PEDAGOGICAL READINESS OF FUTURE
PSYCHOLOGISTS FOR WORK IN THE SYSTEM OF INCLUSIVE EDUCATION

The paper deals with the research of psychological and pedagogical readiness of future psychologists for work in the system of inclusive education. The construction of the system of inclusive education in Ukraine requires appropriate staffing for qualitative psychological support of children with special educational needs. The psychological and pedagogical readiness for the professional activity in the context of inclusive education is presented as an integrative phenomenon which includes motivational, cognitive, emotional and volitional components. The article reveals the results of the empirical investigation of the level of personal and cognitive readiness of future psychologists for work in the system of inclusive education, the degree of maturity of emotional-volitional and motivational components of psychological and pedagogical readiness of future psychologists for the professional activity in the context of inclusive education. The necessity of purposeful preparation of psychologists for the professional activity in the system of inclusive education, special work on the formation of psychological and pedagogical readiness of future psychologists for psychological support and provision of psychological and pedagogical as well as correctional and developmental assistance to children with special educational needs is revealed.

inclusive education, psychological support, readiness for activity, personal readiness, psychological and pedagogical readiness for work.

1. Dubrovina, I.V. (2012). O profesionalnoy podhotovke prakticheskoho psikholoha obrazovaniya [On professional preparation of a practical psychologist of education]. Psikholohicheskaya nauka i obrazovaniye – Psychological science and educaton PSYEDU.ru, 1. Retrieved from http://psyjournals.ru/psyedu_ru [in Russian].
2. But, T. (2015). Indeks inklusii: rozvytok navchannya ta uchasti v zhyttyediyalnosti shkil: posibnyk [Index of inclusion: the development of study and participation in school life: text-book]. Kyiv: Vydavnychyi dim “Pleyady” [in Ukrainian].
3. Inklusyvna osvita dlya ditey z invalidnistyu v Ukrayini [Inclusive education for disabled children in Ukraine]. Retrieved from http://education-inclusive.com [in Ukrainian].
4. Artailz, A.G., Harris-Murri, N., & Rostenberg, D. Inklusiya yak proyav sotsialnoyi spravedlyvosti: Krytychni notatky pro dyskursy, prypushchennya i shlyakh, yakyi neobkhidno proity [Inclusion as a manifestation of social fairness: critical notes about discourses, assumption and the way to be gone through]. Retrieved from http://education-inclusive.com/materiali-shhoprisvyacheni-inklyuzivnij/ [in Ukrainian].
5. Kolupayeva, A.A., & Savchuk, L.O. (2010). Dity z osoblyvymy potrebamy ta orhanizatsiya yikh navchannya: naukovo-metodychnyi posibnyk [Children with special needs and organization of their study: scientific and methodological text-book]. Kyiv: Naukovyi svit [in Ukrainian].
6. Kondratyeva, T.A. (2006). Rol dovuzovsloi podhotovki v sisteme sotsialno-pedagogicheskoi podderzhki uchashchikhsya [The role of pre-university preparation in the system of socio-pedagogical support of learners]. Yu.A. Kleiberg (Eds.), Vestnik sotsialnoi raboty: mezhdunarodnyi nauchno-metodicheskii zhurnal – Journal of social work: international scientific and methodological periodical, 7 [in Russian].
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8. Platonov, K.K. & Glotochkin, A.D. (1986). Struktura i razvitiye lichnosti: psikholohiya lichnosti [Structure and development of personality: psychology of personality]. Moscow: Nauka [in Russian].
9. Romanovska, D.D., & Sobkova, S.I. (2009). Psykholohichnyi ta sotsialno-pedahohichnyi suprovid navchannya i vykhovannya “osoblyvoyi dytyny” u shkoli: metodychnyi posibnyk [Psychological and sociopedagogical support of study and education of “social child” in school: methodological text-book]. Chernivtsi: Tekhnodruk [in Ukrainian].
10. Svarnyk, M. (2013). Inklyuzyvna osvita v Ukrayini: poperednii analiz sytuatsiyi [Inclusive education in Ukraine: preliminary analysis of situation]. Inklyuzyvna osvita. Zbirnyk materialiv proektu [Inclusive education. Collection of materials of project]. Kyiv [in Ukrainian].
11. Baida, L.Yu. (2015). Shkola dlya kozhnoho: posibnyk [School for everyone: text-book]. Kyiv [in Ukrainian].
12. Peter, Clough, Jenny, Corbett. (2000). Theories of inclusive education: a student's guide. SAGE.
13. Toni, R. Van Laarhoven, Dennis, D. Munk, Kathleen, Lynch, Julie, Bosma and Joanne Rouse. (2007). A Model for Preparing Special and General Education Preservice Teachers for Inclusive Education. Journal of Teacher Education.