Cognitive-competency component of specialist`s readiness to implement a team interaction in terms of inclusion

Contact: Zoriana Leniv is PhD of Pedagogical Sciences, Associate Professor of the Department of Speech Therapy and Logopsychology Мykhailo Drahomanov National Pedagogical University, Kyiv, Ukraine. In term of research: is the inclusive education, the problem of training future specialists to work in an inclusive educational space of elementary school, developing competencies of teacher's assistants for general education with inclusive and integrated training, development of on-line courses and trainings of inclusive education for students of higher educational institutions and students of the system postgraduate education, introduction of SMARTtechnologies into the system of training personnel in higher education institutions.

The article is devoted to the problem of forming the cognitive-competence component of the readiness of future teacher assistants to implement a team interaction in the inclusive education of children with special educational needs (SEN) in conditions of general education with inclusive and integrated training. The existing foreign and domestic scientific-practical and theoretical-methodological developments on the research problem are analyzed. The following indicators of the indicated component are determined: 1.) according to the SMART-information criterion: awareness of the legislative and conceptual-terminological field of inclusive education; depth of understanding and knowledge of the conditions of the organization of inclusive education; the need to use modern information technologies in the educational process; 2.) for the strategic co-operating criterion: the ability to interact in a team of specialists; systematic knowledge of pedagogical technologies of inclusive education; adherence to the child's educational path strategy with the SEN. They were the basis for the development of author's diagnostic materials (tests, questionnaires, on-line questionnaires), the use of which in the process of psychological and pedagogical experiment gave an opportunity to obtain appropriate empirical data for a clear quantitative and qualitative differentiation of students by levels of professional readiness. The obtained research data indicated the need to improve the system of teacher assistant training in higher education institutions.

Key words: assistant teacher of the institution of general education with inclusive and integrated training, competence, competencies, team interaction, cognitive-competence component of professional readiness.