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Journal articles on the topic 'Inclusion and special education'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Florian, Lani. "INCLUSION: Special or inclusive education: future trends." British Journal of Special Education 35, no. 4 (2008): 202–8. http://dx.doi.org/10.1111/j.1467-8578.2008.00402.x.

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2

Francisco, Marian Patricia Bea, Maria Hartman, and Ye Wang. "Inclusion and Special Education." Education Sciences 10, no. 9 (2020): 238. http://dx.doi.org/10.3390/educsci10090238.

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The purpose of this paper is to trace the historical trajectory of special education and how societal perspectives influenced the special education movement. It aims to answer if special education and inclusion have achieved their goals for all individuals, especially those with disabilities. A review of historical trends, special education laws, and key constructs showed that there were both positives and negatives aspects. It also revealed that the absence of a clear definition, standards, and objectives for inclusion and least restrictive environment is just one of the roots of the problem.

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3

Nilholm, Claes. "Special education, inclusion and democracy." European Journal of Special Needs Education 21, no. 4 (2006): 431–45. http://dx.doi.org/10.1080/08856250600957905.

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4

Kauffman, James M., and Garry Hornby. "Inclusive Vision Versus Special Education Reality." Education Sciences 10, no. 9 (2020): 258. http://dx.doi.org/10.3390/educsci10090258.

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The reasons are examined for the disparity between the inclusive vision espoused by Article 24 of the United Nations Convention on the Rights of Persons with Disabilities and the reality of the limited extent of inclusion in education systems worldwide. First, the leadership of key senior academics in the field of special education is considered to have been misguided in promoting a vision of full inclusion despite the lack of research evidence for the benefits of inclusive education over traditional special education provision. Second, attitudes toward and the treatment of people with disabil

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5

Allan, Julie, and Sally Brown. "Special Schools and Inclusion." Educational Review 53, no. 2 (2001): 199–207. http://dx.doi.org/10.1080/00131910120055624.

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6

Abidova, Nilufar. "Inclusive Education Of Children With Special Educational Needs." American Journal of Social Science and Education Innovations 03, no. 03 (2021): 476–80. http://dx.doi.org/10.37547/tajssei/volume03issue03-74.

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7

Rodriguez, Claudia Castillo, and Nuria Garro-Gil. "Inclusion and Integration on Special Education." Procedia - Social and Behavioral Sciences 191 (June 2015): 1323–27. http://dx.doi.org/10.1016/j.sbspro.2015.04.488.

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8

Agavelyan, Ruben O., Saule D. Aubakirova, Aisulu D. Zhomartova, and Elena I. Burdina. "Teachers’ Attitudes towards Inclusive Education in Kazakhstan." Integration of Education 24, no. 1 (2020): 8–19. http://dx.doi.org/10.15507/1991-9468.098.024.202001.008-019.

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Introduction. The inclusion of students with special educational needs in regular schools is currently one of the most important issues on the agenda of national and international education communities. A positive attitude of teachers to inclusive education is a factor of its effective implementation. The purpose of this study was to investigate the attitude of teachers to inclusive education in the Republic of Kazakhstan and to determine the factors influencing their positive attitude to wards inclusion. Materials and Methods. The sample consisted of 416 teachers of general secondary schools

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Vasquez Arrieta, Oleg, Carolina Susana Bernett Olivares, Lebisth María González Suárez, and Jennifer Cabarcas Caro. "La formación del pedagogo infantil en relación con la educación especial o los procesos de inclusión// The infant teacher training regarding special education or inclusion processe." Hexágono Pedagógico 3, no. 1 (2012): 124. http://dx.doi.org/10.22519/2145888x.282.

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Con el desarrollo de las políticas de educación inclusiva en Colombia encontramos que a las instituciones de educación inicial están llegando niños que se pueden cobijar bajo el concepto de la diversidad, siendo así nos preguntamos por la formación de las maestras quelos atenderán. Para responder la pregunta indagamos en los planes de estudio de las licenciaturas en Pedagogía Infantil o Educación preescolar las asignaturas con denominaciones relacionadas con los procesos de educación especial o inclusión, encontrando que se desarrollan contenidos que atienden los elementos conceptuales de la i

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10

Dogan, Ahmet, and Ayse Bengisoy. "The opinions of teachers working at special education centers on inclusive/integration education." Cypriot Journal of Educational Sciences 12, no. 3 (2017): 121–32. http://dx.doi.org/10.18844/cjes.v12i3.2440.

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This study was conducted with the purpose of finding out the opinions of teachers working at special education centers about inclusive education. The study was conducted with teachers working at a special education center in Famagusta, Turkish Republic of Northern Cyprus, in the academic year of 2016-2017. Qualitative methodology was used in the research. Using semi-structured interview technique, face-to-face interviews were held with teachers of various ages, length of service, gender and of different undergraduate and graduate degrees who work at the special education center. Face-to-face i

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11

Hornby, Garry. "Are Inclusive Education or Special Education Programs More Likely to Result in Inclusion Post-School?" Education Sciences 11, no. 6 (2021): 304. http://dx.doi.org/10.3390/educsci11060304.

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The main goal of both special education and inclusive education for young people with learning or behavioral difficulties is their maximum inclusion in the community as adults. The question of which of these two approaches is more likely to achieve this goal is addressed by considering the findings of three outcome studies of young people with moderate to severe levels of learning or behavioral difficulties who experienced either option, or some combination of the two. The overall findings indicate that students who left school from a special education setting had better outcomes than those wh

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12

Baranauskienė, Ingrida, and Diana Saveikienė. "PURSUIT OF INCLUSIVE EDUCATION: INCLUSION OF TEACHERS IN INCLUSIVE EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 25, 2018): 39. http://dx.doi.org/10.17770/sie2018vol1.3385.

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By focusing on teachers’ approach, the article analyses one of the most relevant issues of today’s realities of education – the inclusive education. The following is an important task for politicians for education, school leaders, teachers and greatly affects and influences the life of families with children with disabilities. Object of the research: inclusion of teachers in inclusive education. Aim of the research: to examine aspects of teachers’ inclusion in inclusive education by implementing the statistical analysis according to The Teachers’ Attitudes Toward Inclusion Scale (TATIS) survey

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13

Putri, Suci Ananda, M. Jaya Adi Putra, and Neni Hermita. "INCLUSIVE EDUCATION IN THE BASIC LEARNING PROCESS." Tunjuk Ajar: Jurnal Penelitian Ilmu Pendidikan 2, no. 2 (2019): 148. http://dx.doi.org/10.31258/jta.v2i2.148-161.

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The background of this research is that researchers found several problems regarding the implementation of inclusive education, especially in terms of the process of learning inclusion in elementary schools. The study aims to describe how the inclusive learning process in one of the primary schools administering inclusive education in Pekanbaru. The inclusion learning process is seen from the application of indicators, there are three indicators The inclusion learning process studied in this study are: 1) Inclusion Learning Planning, 2) Inclusion Learning Implementation, 3) Evaluation and Foll

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14

Idol, Lorna. "Toward Inclusion of Special Education Students in General Education." Remedial and Special Education 27, no. 2 (2006): 77–94. http://dx.doi.org/10.1177/07419325060270020601.

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15

Bērziņa, Ženija. "Teachers' Perceptions on What Inclusion Needs." Journal of Teacher Education for Sustainability 12, no. 1 (2010): 75–84. http://dx.doi.org/10.2478/v10099-009-0048-8.

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Teachers' Perceptions on What Inclusion NeedsA decade has passed since the equal right of all children to quality education regardless of their mental or physical abilities was declared by the Education Law (Izglītības likums, 1998). During that interlude, the Latvian educational system went through a period of tremendous change from total segregation of children with special needs in special schools to so-called "correction" classes in general schools, then to the special classes in general schools and finally to inclusion of special needs children in regular classrooms. Thus, the idea of inc

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16

Dieker, Lisa A., Michelle Stephan, and Jennifer Smith. "Secondary Mathematics Inclusion: Merging with Special Education." Mathematics Teaching in the Middle School 18, no. 5 (2012): 292–99. http://dx.doi.org/10.5951/mathteacmiddscho.18.5.0292.

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17

Lai, Mei Kuin, Maria Sinclair, and Prakash Naidoo. "Inclusion: What happened after Special Education 2000?" Set: Research Information for Teachers, no. 1 (May 1, 2003): 40–44. http://dx.doi.org/10.18296/set.0682.

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Toloi, Gabriela Gallucci, Eduardo José Manzini, Diego Machado Spoldaro, and Lucas Ventura Zacarias. "Inclusive Classes in Physical Education: Teachers' Difficulties." Journal of International Special Needs Education 19, no. 1 (2016): 25–33. http://dx.doi.org/10.9782/jisne-d-15-00020.1.

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Abstract The successful inclusion of students with special needs in physical education classes requires much planning and preparation. Lack of preparation of physical education teachers working in inclusive settings in Brazil has demonstrated the need for specialized training in strategies for implementing inclusion. The goal of this study was to identify, through self-reporting, common difficulties physical education teachers experienced while teaching children with special needs in inclusive environments. Two focus groups of physical education teachers who taught children with special needs

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19

Moberg, Sakari, Marshall Zumberg, and Ants Reinmaa. "Inclusive Education as Perceived by Prospective Special Education Teachers in Estonia, Finland, and the United States." Journal of the Association for Persons with Severe Handicaps 22, no. 1 (1997): 49–55. http://dx.doi.org/10.1177/154079699702200105.

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A survey of 125 prospective undergraduate special education teachers assessed perceptions and beliefs about inclusive education in Estonia, Finland, and the United States. The attitudes toward inclusion were rather critical. The Estonians were the most critical group; the Finns, the least critical. The findings suggest that prospective special educators' perceptions about inclusion are related to the prevailing implementation of inclusive education. The results support also the idea that perceptions about a person with a disability are connected with possible actions toward this person.

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20

Oliveira, Ivanilde Apoluceno de. "EDUCAÇÃO ESPECIAL/INCLUSIVA NO BRASIL: demandas contemporâneas." Cadernos de Pesquisa 23 (January 26, 2017): 152. http://dx.doi.org/10.18764/2178-2229.v.23n.especial/p152-160.

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Neste artigo analisamos as demandas que emergem do processo de implantação da política de inclusão na Educação Especial no Brasil.Demandas referentes a novos sujeitos; a formação e prática, que envolve o debatesobre o currículo, e o atendimento educacional na educação inclusiva. Este estudo tem por base pesquisas realizadas em municípios do Estado do Pará e,também, o levantamento bibliográfico sobre a educação inclusiva no Brasil, incluindo análise de documentos sobre a legislação referente à política da Educação Especial.O estudo aponta que há necessidade de se evidenciar as demandas, problem

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21

Motschenbacher, Heiko. "Inclusion and foreign language education." ITL - International Journal of Applied Linguistics 167, no. 2 (2016): 159–89. http://dx.doi.org/10.1075/itl.167.2.03mot.

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Prompted by the increased visibility of inclusive pedagogies, the present article discusses the concept of “inclusion” in relation to foreign language teaching from a linguistic perspective. The foreign language classroom constitutes a special environment that poses specific language-related challenges to inclusive education. In an effort to face these challenges, the present article elaborates how linguistic research and insights can contribute to an implementation of inclusive foreign language education. In terms of theorisation, the narrower and broader senses of educational inclusion are o

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22

Clough, Peter, and Cathy Nutbrown. "Special Educational Needs and Inclusion." Journal of Early Childhood Research 2, no. 2 (2004): 191–211. http://dx.doi.org/10.1177/1476718x04043015.

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23

Rozenfelde, Mārīte, and Rita Orska. "General education institution readiness of students with special needs into the mainstream realizing inclusive education policy." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 9, 2015): 175. http://dx.doi.org/10.17770/sie2012vol2.132.

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The article deals with the historical process of integration/inclusion of children with special needs into mainstream educational establishments in Latvia since 1998 when the pedagogical staff in Latvia was introduced the term “inclusive education” broader for the first time and there were offered practical recommendations for school and class work; afterwards some educational establishments started implementing inclusive education; the current situation regarding inclusion/integration of children with special needs in mainstream educational establishments is evaluated in the questionnaire pro

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24

Carter, Susan, and Lindy-Anne Abawi. "Leadership, Inclusion, and Quality Education for All." Australasian Journal of Special and Inclusive Education 42, no. 01 (2018): 49–64. http://dx.doi.org/10.1017/jsi.2018.5.

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The purpose of this research was to investigate leadership facilitating effective inclusive school practices. Data were collected from leaders at a complex multicultural school perceived by the system and local community as an inclusive school with a focus on quality education. A qualitative case study was used and data were collected over a 6-month period of immersion at the research site. Data included semistructured interviews with the head of special education and the school principal, observations of dialogical and behavioural data described within the lead researcher's reflective journal

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25

joungeun-Kim. "Perspectives on Paraprofessionals of Inclusion Education of Special Education Teachers." Journal of Special Children Education 11, no. 2 (2009): 211–32. http://dx.doi.org/10.21075/kacsn.2009.11.2.211.

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26

Kudláček, Martin, Ondřej Ješina, Ladislav Bláha, and Zbyněk Janečka. "Inclusion of students with special education needs in physical education." Tělesná kultura 33, no. 1 (2010): 41–56. http://dx.doi.org/10.5507/tk.2010.003.

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27

Shade, Richard A., and Roger Stewart. "General Education and Special Education Preservice Teachers' Attitudes Toward Inclusion." Preventing School Failure: Alternative Education for Children and Youth 46, no. 1 (2001): 37–41. http://dx.doi.org/10.1080/10459880109603342.

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28

Hyde, Merv, and Des Power. "Editorial: DEI Inclusion Special Issue." Deafness & Education International 8, no. 2 (2006): 57–61. http://dx.doi.org/10.1179/146431506790560201.

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29

Shemanov, A. Yu, and E. V. Samsonova. "Special Education as a Resource for the Inclusive Educational Process." Психологическая наука и образование 24, no. 6 (2019): 38–46. http://dx.doi.org/10.17759/pse.2019240604.

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The article discusses the issues that arise at various interpretations of the terms ‘inclusion’ and ‘inclusive education’ and in assessing the inclusive process from the point of view of the requirements of quality education, which leads to different consequences not only for the methodology of scientific research, but also for political decisions and educational practice.The analysis of scientific approaches and international regulatory documents shows that opposing inclusive education to special education in linear logic outside the context of the education system development results in the

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30

Mastropieri, Margo, and Thomas Scruggs. "What's Special about Special Education? A Cautious View toward Full Inclusion." Educational Forum 61, no. 3 (1997): 206–11. http://dx.doi.org/10.1080/00131729709335257.

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31

Ahrbeck, Bernd, and Marion Felder. "Analysis of Barriers to Inclusive Schools in Germany: Why Special Education Is Necessary and Not Evil." Education Sciences 10, no. 12 (2020): 358. http://dx.doi.org/10.3390/educsci10120358.

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Over the past decade, ever since the ratification of the United Nations Convention on the Rights of People with Disabilities (UN-CRPD) in Germany, a morally charged debate has taken place about inclusive and special education. Special schools are under considerable attack and even special education is deemed responsible for the difficulties in implementing full inclusion in schools. The gravest accusation is that special education and special schools are even today a close connection to the Nazi era between 1933 and 1945, when children with disabilities were sterilized and murdered. Special ed

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32

Pang, Yanhui. "Passion and vision for inclusion." Journal for Multicultural Education 12, no. 4 (2018): 343–52. http://dx.doi.org/10.1108/jme-01-2017-0003.

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Purpose This study aims to selects a teacher training program located in China’s rural area and focus on its preservice teachers’ attitudes towards inclusive education in China and their expectations of teacher training programs. Design/methodology/approach The selected teacher training program is in School of Education of a comprehensive university, located in a small town in Northeast China. Five preservice teachers in the Department of Teacher Education were interviewed. The interviewees were randomly selected among those who have already gained at least 60 credits of coursework prior to th

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33

Mantoan, Maria Teresa Eglér. "Special Education in Brazil: from exclusion to inclusion." ETD - Educação Temática Digital 1, no. 3 (2009): 45. http://dx.doi.org/10.20396/etd.v1i3.548.

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This article is about the phases through which the Brazilian education has been developing, starting from the exclusion of students with disabilities in specialized institutions which are typically therapeutically oriented to our present days, when this educational modality has been clashing with the proposals of a school for all, one and only, open to the differences, and, as a result, inclusive. The path that has been followed is focused on from the point of view of legal documents, of educational plans and policies. Finally we focus on teacher education and present some indicators by which

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34

SAKAKIBARA, Kenjiro. "Inclusion and the Body in Special Needs Education." Japanese Sociological Review 64, no. 3 (2013): 474–91. http://dx.doi.org/10.4057/jsr.64.474.

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35

Wang, Margaret C., and Maynard C. Reynolds. "Progressive inclusion: Meeting new challenges in special education." Theory Into Practice 35, no. 1 (1996): 20–25. http://dx.doi.org/10.1080/00405849609543697.

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36

Murphy, Donna M. "Implications of Inclusion for General and Special Education." Elementary School Journal 96, no. 5 (1996): 469–93. http://dx.doi.org/10.1086/461840.

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37

Kūle, Ligita, and Feliciana Rajevska. "THE INCLUSION OF SPECIAL EDUCATION INTO PRESCHOOL AND ELEMENTARY GENERAL EDUCATION INSTITUCIONS IN LATVIA." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 26, 2017): 60. http://dx.doi.org/10.17770/sie2017vol3.2352.

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The statistics of the Ministry of Education and Science show a positive dynamics in the availability of special education. However, for inclusion of children with special needs into the mainstream education, the provision of support staff (psychologist, speech therapist, special educator) is essential. The aim of this research is to investigate the national legislation on the inclusion of children with special needs in the pre-school and elementary school education system, exploring the funding aspect. The study analyses the legislative basis for the provision of special education in mainstrea

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38

Bagotia, Hardeep. "Effect of Special Education Training Programme on the Attitudes of General Education Teachers Regarding Inclusion of Children With Special Needs In General School." Journal of Advances and Scholarly Researches in Allied Education 15, no. 9 (2018): 67–70. http://dx.doi.org/10.29070/15/57918.

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39

Ralph, Sue, and Ian Kaplan. "JORSEN special issue ? international images of inclusion." Journal of Research in Special Educational Needs 7, no. 1 (2007): 1–2. http://dx.doi.org/10.1111/j.1471-3802.2007.00074.x.

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40

Čičkušić, Belma, Ševala Tulumović, Selma Bakić, and Salem Bakić. "SUPPORT IN INCLUSIVE EDUCATION." Journal Human Research in Rehabilitation 6, no. 2 (2016): 15–20. http://dx.doi.org/10.21554/hrr.091603.

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In order for inclusive class to be successful, associates are of great help to teachers. Besides associates, teachers' specialization can be accomplished through educational seminars on the inclusion topic. However, information about inclusion, working with children with special needs, can also be found in scientific journals that offer more information on methods of working with children with special needs, didactic materials customized according to abilities of children. Aim of this research was to establish the ways of supporting teachers in their work with children with special needs. The

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41

DeMatthews, David Edward, and Hanne Mawhinney. "Addressing the inclusion imperative: an urban school district’s responses." education policy analysis archives 21 (July 28, 2013): 61. http://dx.doi.org/10.14507/epaa.v21n61.2013.

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Over the past forty years, schools across the United States have become more inclusive for students with disabilities. However, in many high-poverty urban school districts, a disproportionate number of minority children with disabilities are segregated from their non-disabled peers. This article presents findings from a qualitative case study of one urban school district implementing special education-related inclusion reform over the course of four years. The district had a history of segregating students and numerous compliance issues with special education mandates; however, the arrival of

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Attfield, Robin, and Chris Williams. "Leadership and inclusion: a special school perspective." British Journal of Special Education 30, no. 1 (2003): 28–33. http://dx.doi.org/10.1111/1467-8527.00278.

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Nesyna, Svetlana, and Nataliya Starovoit. "Readiness of Kindergarten Teachers for Inclusive Education." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 3 (July 24, 2015): 86. http://dx.doi.org/10.17770/sie2014vol3.710.

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The aim of the research is to study psychological and professional readiness of kindergarten teachers for inclusive education. 44 kindergarten teachers from Kaliningrad and region were included in the sample. A questionnaire was applied as a data-gathering tool. According to the results, kindergarten teachers accept the idea of inclusive education positively and expect that it is the children with special needs who would receive the biggest benefit. At the same time, realization of the idea of inclusive education causes anxiety and fears, associated with complexity of pedagogical activity, chi

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Sumantri, Mohamad Syarif, Rosa Sagala, and Syamsul Syamsul. "INCLUSIVE EDUCATION IN ELEMANTARY SCHOOL: AN EVALUATIVE STUDIES ON EDUCATIONAL INCLUSION IN WEST JAKARTA." IJER - INDONESIAN JOURNAL OF EDUCATIONAL REVIEW 4, no. 1 (2017): 137. http://dx.doi.org/10.21009/ijer.04.01.13.

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This study aimed to evaluate the implementation of the policy of inclusive education programs. Research using qualitative, evaluative and descriptive models based on Stake. The results showed that the input (antecedents) states that the implementation of inclusive education programs at both schools is not optimal in accordance with the guidelines for the implementation of inclusive education. Process (transcations) First, the lesson plan, due to the lack of identification and assessment at the time of admission of learners new learners, then it affects the planning of lessons to children with

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McCabe, Helen. "The Beginnings of Inclusion in the People's Republic of China." Research and Practice for Persons with Severe Disabilities 28, no. 1 (2003): 16–22. http://dx.doi.org/10.2511/rpsd.28.1.16.

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Education for children with disabilities in the People's Republic of China has experienced significant growth and reform since 1978, the beginning of the period of Reform and Opening ( gaige kaifang). Since that time, models of special education have gradually evolved to include educating children with disabilities in general education classrooms. This article describes special education and early inclusion efforts in China. National projects and local examples of children with disabilities, including children with autism, being included in public schools and educated in general education clas

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Murphy, Cammy D. Romanuck. "Educational Leaders and Inclusive Special Education: Perceptions, Roles, and Responsibilities." Journal of Education and Culture Studies 2, no. 4 (2018): 248. http://dx.doi.org/10.22158/jecs.v2n4p248.

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<p><em>Educational leaders, including principals and district leaders, are the primary special education leaders in public schools today. They are ultimately responsible for the successful implementation of inclusive special education programs, as outlined by the Individuals with Disabilities Education Act (2004). Yet, educational leaders continually report they lack the knowledge and skills to effectively oversee inclusive education programs. The research that examines the perceptions, roles, and responsibilities of educational leaders related to inclusive education programs is ex

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47

Ratu, Kurniayu T. R. A. "EVALUATION OF HANDLING OF CHILDREN WITH SPECIAL NEEDS IN PRIMARY SCHOOL INCLUSION." JPI (Jurnal Pendidikan Inklusi) 1, no. 2 (2018): 82. http://dx.doi.org/10.26740/inklusi.v1n2.p82-90.

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According to article 15 of Law No. 20 of 2003 on National Education System, that kind of education for children with special needs is Special Education. Article 32 (1) of Law No. 20 of 2003 imposes limits that Special Education is education for students who have difficulty in following the learning process because of physical, emotional, mental, social, and/or have the potential intelligence and special talents. The purpose of this study was to determine the treatment of children with special needs in inclusive schools in elementary school inclusion and know the resistance received by teachers

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48

Peetsma, Thea, Margaretha Vergeer, Jaap Roeleveld, and Sjoerd Karsten. "Inclusion in Education: Comparing pupils' development in special and regular education." Educational Review 53, no. 2 (2001): 125–35. http://dx.doi.org/10.1080/00131910125044.

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49

Alisauskiene, Stefanija. "THE REALIZED AND EXPECTED EARLY CHILDHOOD INTERVENTION PRACTICES IN LITHUANIA." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 26, 2016): 23. http://dx.doi.org/10.17770/sie2016vol3.1427.

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Inclusive early childhood practices are at the forefront of the research and practice efforts in many European countries. Inclusion in early childhood programs can set a trajectory for inclusion across the life course, making it critical that we include individuals with special educational needs in all facets of society from birth. In many European countries, including Lithuania, children with special educational needs and their families continue facing significant barriers to accessing inclusive high-quality early childhood practices and too many pre-school children with special educational n

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Movkebayeva, Z., and B. Dussenbayeva. "COMPETENCES OF A SPECIAL TEACHER IN INCLUSIVE EDUCATION." Bulletin of Kazakh National Women's Teacher Training University, no. 1 (April 9, 2021): 47–55. http://dx.doi.org/10.52512/2306-5079-2021-85-1-47-55.

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The article analyzes foreign and domestic scientific approaches to determining the professional competence of a special teacher for work in an inclusive education. In the context of the active spread of inclusive education in the country, it seems important to modernize their training for work in inclusive schools. The authors prove the need to improve the competencies of special teachers in the context of an educational inclusive process. The development of inclusively oriented professional and personal competencies among teachers largely depends on the success of the inclusion of children wi

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