FORMAÇÃO DE UMA ABORDAGEM INCLUSIVA NA EDUCAÇÃO DE CRIANÇAS COM NECESSIDADES EDUCATIVAS ESPECIAIS (EXPERIÊNCIA UCRANIANA)

The purpose of the study is to rethink the standardized course curriculum in accordance with an inclusive approach. The method of analyzing secondary data made it possible to put forward the hypothesis that a modern Ukrainian school should be both regular and adapted to the needs of all students who attend it, considering their differences and special educational needs. Results.  The article analyzes the formation of an inclusive approach to the education of children with special educational needs in Ukrainian education based on the professional activity of a teacher's assistant (accompanying person), reveals the dilemmas faced by a school attendant in search of his professional identity, which puts him on the verge of another profession - the profession of a teacher. The novelty of the work lies in the disclosure of the problems of interprofessional relations and the field of activity of teacher assistants, which has not yet been disclosed. Based on the experience of the focus group, the author presents her own approach to inclusive education of children with special educational needs. Conclusions.  The analysis has revealed a diverse typology of teacher assistants' positions in inclusive schools in Ukraine, which reflects the delimitation of territories and borders, which complicates cooperation. It is recommended to create a national reference system of skills for teacher assistants to clearly define their scope of work in working with children with special educational needs and establish joint work trajectories with teachers. This will help to integrate knowledge, skills, and attitudes across the education sector, improve their performance and change their skills.O objetivo do estudo é repensar o currículo dos cursos normalizados de acordo com uma abordagem inclusiva. O método de análise de dados secundários permitiu apresentar a hipótese de que uma escola ucraniana moderna deve ser simultaneamente regular e adaptada às necessidades de todos os alunos que a frequentam, tendo em conta as suas diferenças e necessidades educativas especiais. Resultados.  O artigo analisa a formação de uma abordagem inclusiva da educação de crianças com necessidades educativas especiais no ensino ucraniano com base na atividade profissional de um assistente de professor (acompanhante), revela os dilemas enfrentados por um assistente escolar na procura da sua identidade profissional, o que o coloca à beira de uma outra profissão - a profissão de professor. A novidade do trabalho reside na revelação dos problemas das relações interprofissionais e do campo de atividade dos assistentes de professores, que ainda não tinha sido divulgado. Com base na experiência do grupo de discussão, a autora apresenta a sua própria abordagem à educação inclusiva de crianças com necessidades educativas especiais. Conclusões.  A análise revelou uma tipologia diversificada de cargos de assistentes de professores em escolas inclusivas na Ucrânia, o que reflecte a delimitação de territórios e fronteiras, o que complica a cooperação. Recomenda-se a criação de um sistema nacional de referência de competências para os assistentes de professores, a fim de definir claramente o âmbito do seu trabalho com crianças com necessidades educativas especiais e estabelecer trajectórias de trabalho conjuntas com os professores. Isto ajudará a integrar conhecimentos, competências e atitudes em todo o sector da educação, a melhorar o seu desempenho e a mudar as suas competências

The Impact of Yoga Practice on the Development of Flexibility among the Female Student’s Pedagogical Specialties in the Process of Physical Training of Higher Educational Institutions

Annotation. The purpose is to define an efficient impact of the specifically formed activities through Yoga practice on the development of flexibility among the female student’s in the process of physical training of higher educational institutions. Material. 96 female students have been participated in the pedagogical experiment. The research has been conducted during the one academic semester. The impact of Yoga practice on the indicator of flexibility was assessed at the end of the pedagogical experiment. The state of its development before and after the experiment was determined and compared. Results of the research. The results of the pedagogical experiment confirmed the successful influence of the offered activities through Yoga practice on the development of flexibility. It has been established that the systematic Yoga practicing contributes to the best manifestation of this physical quality. It has been proved that the use of Yoga practice has improved the flexibility indicators of the experimental group more in comparison with the control group. Conclusions. Practicing Yoga has positively impacted on the development of flexibility among female students. Whereas this quality is one of the indicators for assessing the physical condition of the graduates (18-20 years), it is expedient to include Yoga practicing in the curriculum of physical education for students of higher educational institutions and introduce this method of flexibility development in the process of physical education

Condition оf Training оf the Future Philologists-Masters іn the Context оf the Technological Approach

У статті висвітлено результати дослідження стану підготовки майбутніх філологів-магістрів у контексті технологічного підходу. Проаналізовано навчальні плани і програми магістерської підготовки, здійснено педагогічні спостереження, проведено бесіди з викладачами й анкетування магістрантів. Результати дослідження виявили недостатній рівень технологічної компетентності магістрантів-філологів. Тому існуюча освітня система потребує змін: переструктурування навчальних дисциплін щодо теорії і практики технологічного підходу; активного використання сучасних педагогічних технологій; запровадження інтегрованого курсу технологічного спрямування.The article presents the results of research on training of the future philologists-masters in the context of the technological approach. The concept of the research is focused on the development and use in teaching positions of the technological approach, disclosure of laws and conditions of its achievement. The basis for the technological support of training of the future teacher in the university is the appropriate use of modern technologies, which create conditions for the effective formation of professional competencies. The technological competence of the future teachers-philologists will allow them to integrate in their activities the professional knowledge and skills, to form a system of educational values, psychological and pedagogical bases of teaching and its technological aspects. To identify the condition of preparation of the future philologists-masters in the context of the technological approach were analyzed curriculum and programs of master’s training, teacher observations made during the lectures and practical exercises, conducted interviews with teachers and questionnaires of undergraduates. As an indicator of the effectiveness of technologization of pedagogical preparation of the future teacher was determined the dynamics changes in the level of development of its technological competence. Technological competence have been considered as an integrated professional characteristic that shows the ability of the future teacher to implement the tasks of professional activities purposefully and efficiently on the basis of technology, and consists of 3 interrelated components: motivational, content and operational. The assessment criteria have been identified for each component, as well as three levels of technological competence of the future teacher: low, medium and high are defined. The results of the study revealed insufficient level of technological competence of the graduate philologists, which was reflected in the low level of motivation of undergraduates to professional self-development, to acquire the technological knowledge and skills, the use of modern pedagogical technologies. Therefore, the current educational system needs changes to create the conditions for the formation of the technological competence of the future teacher: restructuring of academic disciplines concerning the theory and practice of the technological approach; the active use of modern educational technologies; the implementation of the integrated course of technological areas