1 Liepaja University (LATVIA)
2 Rezekne Technology Academy (LATVIA)
About this paper:
Appears in: INTED2017 Proceedings
Publication year: 2017
Pages: 2942-2952
ISBN: 978-84-617-8491-2
ISSN: 2340-1079
doi: 10.21125/inted.2017.0782
Conference name: 11th International Technology, Education and Development Conference
Dates: 6-8 March, 2017
Location: Valencia, Spain
In order to provide a successful inclusive education for pupils with special needs it is essential for the teachers to have professional skills related to providing optimal learning environment for each student. According to this concept, the basis of effective inclusion process is the educational institution’s culture, which affects inter-related areas: providing support for pupils’ participation and diversity in the educational process as well as the use of appropriate teaching methods and resources. In inclusive education practice each pupil is respected as a unique personality. Consequently, the teachers must understand expressions of developmental disorders of children. At the same time it is important to encourage the social integration of children with special needs, as well as to ensure the communication with the pupils and colleagues as well as cooperation with the parents. These conditions suggest that the acquiring of teacher’s professional competence for work in inclusive settings must be strategically planned and implemented in higher education programs. In response to the changes in the educational environment, teachers require regular continuing education.

The aim of the research presented in this publication is to critically evaluate the results of continuing education programs in relation to ensuring an effective teacher’s professional activity in the context of inclusive education. For supporting the topicality of the problem the survey data of continuing education course participants are summarized over a longer period of time. This study reflects on psychological traits indicators of teachers-professionals’ personality. For the research purposes the competence of providing an effective education process for the students with special needs is distinguished and the skills for organizing pedagogical activities for children with special needs in a general education school. For statistical analysis of the research data the following methods are used: descriptive statistics, Kruskal-Wallis test, Kendall rank correlation.

The analysis of obtained research results demonstrates the need to improve the teachers' skills for diagnosing the special needs of learners. At the same time research results acknowledge the constraints characteristic for teacher’s professional competence in terms of building effective interaction with children and colleagues. This situation can encourage the discussion about teachers’ skills for developing and implementing individual education plans. The obtained research data confirms that when implementing teachers’ continuing education it is necessary to ensure a close link between the acquisition process of theoretical knowledge and its practical implementation in the particular educational institution.
Inclusive education, teachers’competences, teachers’further education.