Psychological Readiness of Future Educational Psychologists for the Work with Children in the Conditions of Inclusive Education

摘要

Statement of problem: inclusive education in Turkey and Kazakhstan is one of the priority directions of the development of all education system. Intensive development of system of inclusive education in our developing countries determine the need for revision and change of process of psychological preparation of professionals for education of children with special educational needs at school. In December, 2013 at the international conference in Turkey the government representatives of 20 Central and Eastern European countries and of Central Asia expressed the political support to inclusive education, as the only opportunity to provide the right of disabled children for quality education. Realization of inclusive education in practice faces many difficult questions and problems. In this regard, the need of studying of psychological readiness of future teachers for work with children in the conditions of inclusive education represent the significant part of their professional readiness. Research objectives: identification of level of psychological readiness of future educational psychologists for the work with children in the conditions of inclusive education and also the development of training program. Methods the following techniques were used in the research: “Assessment of mental tension” (T.A.Nemchin), “Ability of the teacher to empathy”, “Assessment of sociability level”. Results the research conducted by us showed that an important problem of the development of inclusive education is unpreparedness of future educational psychologists of secondary school to work with children with special educational needs. They aren’t ready to create the most comfortable environment for all students as they keep stereotypes in the attitude towards disabled children, various psychological barriers in communication and interaction with such children and their parents. Conclusion Special importance in this context is gained by a problem of psychological readiness of future experts for work with children in the conditions of inclusive education which is understudied and demands detailed research. Recomendations: Solving the problems of psychological readiness of future educational psychologists for work with children with special needs will allow to intensively enter inclusive education in the country; increase the level of professional competence of graduates, i.e. will satisfy inquiries of all consumers of educational services - persons, societies, states.