Buiniak M.G., Oliynyk A. Yu. - Research on the inclusive competence of preschool teachers

Contact: BUINIAK Maryana, Ph.D. of psychology, associate professor, Senior Lecturer of Department Special and Inclusive Education,
Kamianets-Podilskyi Ivan Ohiienko National University, KamianetsPodilskyi, Ukraine. Academic interests: implementation of partnership
pedagogy in special and inclusive education; psychological and pedagogical principles of the formation of inclusive competence of teachers of preschool and general secondary education institutions.

OLIYNYK Anna, teacher's assistant at preschool education institution No. 20 "Dzvinochok" KamianetsPodilskyi City Council, Kamianets-Podilskyi, Ukraine. Academic interests: formation of professional competence of teachers in working with children with special educational needs in preschool education institutions.

The article describes the results of an experimental study of the state of formation of inclusive competence of preschool teachers. Theoretical approaches to understanding the concept of "inclusive competence" are analyzed; it was found that it involves the unity of psychological and methodical readiness of teachers for inclusive education of children with special educational needs. The results of a questionnaire survey of preschool teachers are described according to the following criteria: understanding of the essence of inclusive education, its conceptual foundations; attitude to inclusive education; familiarity with the  peculiarities of the organization of inclusive education in educational institutions; methodical and psychological readiness to work with children with special educational needs; motivation for professional development and professional development in the field of inclusive education. It was found that the interviewed teachers have a positive attitude towards inclusive education and a correct understanding of its concept, but the psychological and methodical components of the readiness for learning of children with special educational needs are not sufficiently formed. The majority of respondents pointed to the lack of sufficient skills for working with children with special educational needs, heavy emotional stress when working with them and difficulties in interpersonal interaction or communication with children with special educational needs. More than half of the interviewed educators have an average or low level of awareness of the peculiarities of
the psychophysical development of children with special educational needs, they do not have sufficient knowledge of the methods and techniques of working with them. It was noted that a positive trend is the desire of the interviewed educators to improve their own professional qualifications in the field of inclusive education of children with special educational needs.

Key words: inclusive competence, inclusive education, preschool teachers, children with special educational needs.