COMPONENTS OF PROFESSIONAL READINESS OF FUTURE PSYCHOLOGISTS FOR WORK WITH CHILDREN WITH SPECIAL EDUCATIONAL NEEDS
DOI:
https://doi.org/10.31891/PT-2021-1-7Keywords:
psychological readiness, psychological support, components of readiness and criteria, professional readiness, professional training, future practical psychologist, children with special educational needs inclusive education.Abstract
In the article, we described the relevance of training future psychologists to work with children with special educational needs. In this work, the theoretical analysis of concepts of “readiness” carried out. The concept of readiness of the future specialist is interpreted from different positions, namely from the motivational, prognostic, emotional, intellectual position. We revealed the essence of the concept of “children with special needs” and their classification by A. Kolupaeva and L. Savchuk. We also described the interrelated components of psychological support for children with special educational needs. In addition, presented the components of professional readiness of the future specialist and the criteria of readiness of the future psychologist. Namely, the motivational, cognitive, emotional-volitional, personal and connotative components described. In our work, we have identified negative personal qualities that prevent the formation of readiness of future professionals. Such qualities include emotional instability (conflict, irritability, etc.), intolerance in communication with students with special educational needs, indifference, anxiety, guilt, dependence on the opinions of others, insecurity (fear of failure), passivity, low initiative and mobility; orientation in professional activity on money and prestige, low motivation, lack of desire to self-develop and study, etc.
Discovering priority ways to develop readiness components is an important part of our work. This includes informative awareness of legislation in the field of inclusive education, internalization of theoretical knowledge and practical skills in such disciplines as special psychology, clinical and medical psychology, pathopsychology, psychogenetics, neuropsychology, neurosology, design of inclusive space, etc., knowledge of individual differences, children taking into account the symptoms and nosology of developmental disorders, etc.
