Volume 03 Issue 12-2023
208
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
12
P
AGES
:
208-214
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The article reveals the problem of professional training of future primary school teachers to work in the inclusive
environment of a comprehensive educational institution. Also, the methods of scientific research that are sufficiently
used in solving the problem of formation of socio-pedagogical competence are highlighted.
KEYWORDS
Primary class, inclusive education, competence, professional skills, individual approach, foreign experience.
INTRODUCTION
At the current stage of development of the education
of children with special needs, creating an inclusive
educational environment has become a priority. In
such conditions, all children study together in the
public education system according to general
education programs adapted to the needs of such a
child.
Among the main steps towards creating an inclusive
environment,
the
following
are
considered:
abandoning stereotypical views of teachers, students
and the educational process; creating an environment
at school based on the ideas of inclusion; development
of the school as a team; focus on cooperation rather
Research Article
SPECIFIC CHARACTERISTICS OF THE ORGANIZATION OF THE
PROFESSIONAL ACTIVITY OF GENERAL SECONDARY EDUCATION
INSTITUTIONS TEACHERS IN THE CONDITIONS OF INCLUSIVE
EDUCATION
Submission Date:
December 09, 2023,
Accepted Date:
December 14, 2023,
Published Date:
December 19, 2023
Crossref doi:
https://doi.org/10.37547/ajsshr/Volume03Issue12-27
Muxayyo Umaralieva
Doctor Of Philosophy (Phd) In Pedagogical Sciences, Head Of Department At The Scientific Research Institute
Of Pedagogical Sciences Of Uzbekistan Named After T. N. Kari Niyazi., Uzbekistan
Maxkamova Zebo Ubaydullayevna
1st-Year Master's Student At Special Pedagogy, Defect Ology (Oligophrenopedagogy), Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajsshr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 12-2023
209
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
12
P
AGES
:
208-214
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
than competition; instill confidence in every member
of the school team.
The necessary conditions for the formation of an
inclusive
educational
environment
in
general
educational institutions are as follows:
- recognition of the need to use different educational
methods by the teacher, taking into account different
educational styles, temperament and personality of
individual children;
‒
adapting educational materials to use in a new way,
supporting the child's independent choice in the
classroom;
‒
using different options for grouping children;
‒
establishing and supporting cooperation between
students;
‒
using a wide range of activities, practical exercises
and materials appropriate to the child's developmental
level.
The purpose of an inclusive environment is to focus on
the development of the individual and meet the
demands of the social environment and the
expectations of the individual.
An educational environment is inclusive only when it
has a number of characteristics:
- a planned and organized physical space where
children can move safely during group and individual
activities;
‒
existence of a comfortable social and emotional
environment;
‒
conditions are created for children to work together
and help each other to achieve a positive result.
All children are capable of success in an inclusive
environment. Based on a comprehensive analysis of
the literature on this issue, D. McGregor and
Vogelsberg state the following advantages for children
with special educational needs:
- in an inclusive environment, disabled children
demonstrate a high level of social communication with
other children without such disabilities;
- social competence and communication skills of
children with special abilities improve in an inclusive
environment;
- children with special educational needs study
according to an individual curriculum, as a result of
which the process of acquiring skills continues more
efficiently and academic achievements improve;
- the social perception of children with special abilities
is strengthened thanks to the teaching method with
the influence of group work in inclusive schools
Volume 03 Issue 12-2023
210
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
12
P
AGES
:
208-214
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
(working in groups, children learn to see a person, not
his defect, and begin to understand that there is a lot
- friendships between children with disabilities and
others without such disabilities often develop in an
inclusive environment.
The implementation of the set goal should begin with
the justification of methodological approaches to
understanding the professional activity of teachers of
general secondary education institutions working with
children with special educational needs. The
methodology
of
socio-pedagogical
activity
is
determined by the system of basic rules, concepts,
general and special methods of knowing objective
reality and is presented by synthesizing philosophical,
psychological,
pedagogical,
socio-pedagogical,
medical theories. It is based on the analysis of scientific
knowledge, research results and the activities of
pedagogical staff. Therefore, its theoretical foundation
is constantly changing, developing in accordance with
the needs of the subjects of activity and society.
The development of a model of social-pedagogical
activity of primary school teachers in the inclusive
environment of a general educational institution is
conditioned by the above analysis and is based on the
understanding of the achievements, scientific
developments and empirical experience of relevant
disciplines (psychology, sociology, social work,
philosophy, etc.) is based on Therefore, we consider
socio-pedagogical activity from the point of view of the
interdependence of theory and practice, its
implementation is mainly not in accordance with the
actual principles, patterns, methods and forms of
teaching schoolchildren, but in the non-standard
conditions of science is carried out on the basis of
applied interdisciplinary theoretical knowledge.
Educational environment, personal creativity of the
teacher
and
an
intuitive
approach
to
its
implementation. Let's consider the concept of
professional preparation of teachers of general
secondary education institutions to work in an
inclusive environment of an educational institution and
the terms "expertise", which serve as a basis for
developing a model of the process of formation of
socio-pedagogical competence for it.
At the moment, in the Classification of Professions, the
specialty "Inclusive education" and the qualification
"Inclusive education teacher (inclusive pedagogue)"
are not defined, the qualification characteristics of
such a teacher and the model of his activity are not
substantiated and disclosed, therefore, teachers are
not recognized by the public. Professional preparation
for working in the inclusive environment of
educational institutions is considered from the
perspective of the National Academy of Sciences
specialty "Teacher of an inclusive general secondary
educational institution".
Volume 03 Issue 12-2023
211
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
12
P
AGES
:
208-214
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
As mentioned above, the professional activity of
teachers of general secondary educational institutions
differs from the activity of a teacher in an inclusive
environment of a school, because raising different
children is more complicated and more responsible. O.
Budnik aims to create appropriate conditions for the
successful socialization of students in the socio-
educational environment of the school, assimilation of
socio-cultural experience to prepare for self-awareness
in society, interprets it as a type of professional activity
aimed at helping children and their families.
Therefore, teachers who carry out socio-pedagogical
activities in an inclusive environment, in addition to the
main functions of education, indirectly perform several
tasks that are unusual for them, for example: providing
necessary services and advice aimed at socialization of
schoolchildren and related disorders in children
correctional, special educational needs directly
implemented by medical and psychological services
professionals at various levels.
Vitaly Bondar said that "inclusive education" is the
process and result of teaching students with
developmental disabilities in the general educational
environment using special programs, creatively
adapted teaching methods and methods. This includes
the inclusion of students with developmental
disabilities in the regular classrooms of the general
education school [34].
At the same time, inclusive education researcher A.
Kolupaeva and a team of like-minded people taught
inclusive education in a general educational institution
based on the principle of ensuring the right to
education in the place of residence of children with
special educational needs provides.
In the works of scientists, the main starting points of
inclusive education are interpreted:
- in all cases, children with general development and
special education needs should study together;
- schools should recognize and take into account the
diverse needs of students, coordinate different forms
and paces of education;
- the quality of education should be ensured by using
sufficiently selected educational and methodical tools
and specially developed teaching methods, resources
and partnership relations with their communities;
- children with special educational needs should receive
additional support that may be needed to ensure the
success of the educational process.
In an inclusive environment, primary school teachers
interpret social-pedagogical assistance to junior
schoolchildren as providing a set of social-pedagogical
actions aimed at solving problems of a social-
pedagogical nature, in particular:
Volume 03 Issue 12-2023
212
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
12
P
AGES
:
208-214
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
- creation of such cooperation, in which the
educational process becomes a single functional
system aimed at organizing mutual assistance and
mutual understanding, which includes meeting the
educational needs and interests of all subjects of
interaction;
- the formation of new motives that create a state of
identification with other subjects of the interaction of
the educational process or a change in the motivational
power of existing motives, attitudes and values;
- organization of communication aimed not only at the
communicative cognitive process, but also at providing
a comfortable emotional environment in the
classroom, at the development of verbal and non-
verbal behavior in an inclusive environment;
- to ensure a favorable character in the system of
subject-subject
relations,
conditions
for
their
socialization in order to positively develop the
personality.
In the context of studying the specific features of the
organization of the professional activities of teachers
of general secondary educational institutions to work
in an inclusive environment, the general educational
institution determined the essence of social work.
M.Lukashevich and I.Mygovich consider it the
professional activity of social institutions, state and
non-state organizations, groups and individuals in the
absence of appropriate conditions in society or to help
people socialize. personal defects, their socialization
becomes difficult.
A teacher of a general secondary educational
institution should be qualified in all areas of socio-
pedagogical activity: prevention; diagnostics; working
with deviant, gifted children and working with families;
working in inclusive education (O. Budnik), at the same
time working in the inclusive environment of a general
educational institution as mediator, socializer,
protection,
correction,
compensation,
psychotherapeutic and other functions.
S. Litvinenko's research shows that the socio-
pedagogical activity of a primary school teacher is a
structural dynamic set of purposeful socio-pedagogical
activities carried out in a micro-society in order to
support the development and socialization of children.
The author says that his goal is to create an optimal
educational and educational situation, to help the child
in the process of socialization. The teacher highlighted
its
leading
functions
(analytical-diagnostic,
organizational-communicative,
social-prophylactic,
protection-protective,
corrective-rehabilitation,
heuristic).
Achieving the goal of inclusive education in a general
educational institution requires teachers to know the
high moral standards of activity and behavior, the
principles of truth, goodness, beauty and perfection,
Volume 03 Issue 12-2023
213
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
12
P
AGES
:
208-214
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
and the harmonious combination of student and other
interests. .
Thus, while studying the socio-pedagogical activity of
primary school teachers in an inclusive environment, it
is a multifunctional professional activity of a person
authorized by the state, which is aimed at the
implementation of education, upbringing and
development we came to a conclusion. The
introduction of inclusiveness into school practice
requires elementary school teachers to change their
personal psychology and form professional skills for
the implementation of socio-pedagogical activities, to
accept and implement the educational paradigm of
inclusive education, to organize a new educational
process requires the development of methods,
teaching-methodical support, mastering of modern
educational methods.
It can be seen that future primary school teachers need
to improve their professional skills for this, therefore,
during the period of study at a higher educational
institution, they should master it at a high level, be
prepared and ready. sure It is not provided for in the
functional tasks, but it is able to implement large-scale
socio-pedagogical activities thanks to inclusive
education. In conclusion, determining the level of
formation of socio-pedagogical competence of
teachers of an inclusive general secondary educational
institution is carried out using diagnostic tools as a
product of professional training in a general
educational institution of higher pedagogical
education, which tells us that students provides a wide
range of indicators that describe the state of
knowledge acquisition.
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Volume 03 Issue 12-2023
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American Journal Of Social Sciences And Humanity Research
(ISSN
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2771-2141)
VOLUME
03
ISSUE
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P
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:
208-214
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
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