(2017) Science and education, 8, 141-149. Odessa.

Iryna Demchenko,
Doctor of Pedagogy, professor, Department of Special Education,
Pavlo Tychyna Uman State Pedagogical University,
28-A, Sadova Str., Uman, Ukraine,
Nataliia Rokosovyk,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Foreign Languages and Translation,
Open University of Human Development “Ukraine”,
23, Lvivska Str., Kyiv, Ukraine,
Volodymyr Sulym,
PhD (Candidate of Philological Sciences), associate professor,
Department of Intercultural Communication and Translation,
Ivan Franko National University of Lviv,
1, Universytetska Str., Lviv, Ukraine

PSYCHO-PEDAGOGICAL DIAGNOSTICS OF INCLUSIVE
COMPETENCE OF FUTURE PROFESSIONALS IN PEDAGOGICAL FIELD

The article deals with the relevant issue of psycho-pedagogical diagnostics of inclusive competence of students through the example of future primary school teachers. The analysis of scientific sources has made it possible to conclude that the essential and structural understanding of “inclusive competence of a teacher” concept relates to the category of professional competence in the context of inclusive education. There have been distinguished perceptualintellectual, informational-cognitive, content-procedural criteria and their corresponding indicators of inclusive competence of future primary school teachers. The experiment involved 240 future primary school teachers divided into control and experimental groups whose inclusive competence was assessed according to the designed set of methodical techniques. According to the results outcomes, it has been found that almost a quarter of the respondents of experimental and control groups have a high level of inclusive competence; a little more than a quarter of the students in both groups have the medium level and the greatest part – half of the students of both groups have the low level of inclusive competence. The teachers with a high level of inclusive competence clearly recognize themselves as subjects of inclusive education, fully perceive its conditions and participants, have profound knowledge of inclusive-educational terminology and methodology of inclusive pedagogy, are capable of providing the qualities of inclusive education and solve pedagogical situations in a humane way. The teachers who have the medium level of inclusive competence do not fully consider themselves to be the subjects of inclusive education, do not fully perceive conditions and participants in the inclusive education process, know slight knowledge of inclusive educational terminology, and methodology of inclusive pedagogy, etc. Respectively, the respondents with a low level have the opposite abilities, ideas and capabilities as compared to the high level. Thus, according to the research outcomes there is a need for developing primary school teachers’ inclusive competence.

inclusive competence, future primary school teachers, psycho-pedagogical diagnostics, methodical tools, criteria, indicators, levels.

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