FORMATION OF A TOLERANT ATTITUDE OF FUTURE CORRECTIONAL TEACHERS TOWARDS CHILDREN WITH AUTISM SPECTRUM DISORDERS

Abstract

The article analyzes the problem of forming a tolerant attitude of future correctional teachers towards children with autism spectrum disorders (ASD). The structural components of the formation of a tolerant attitude of future correctional teachers towards children with autism spectrum disorders are identified and characterized, in particular: motivational, cognitive, operational and personal. It was found that the motivational component is characterized by the presence of stable motivation in future correctional teachers to work with a defined category of students; the cognitive component is characterized by the formation of a system of relevant theoretical and methodological knowledge; the operational component is characterized by the possession by future correctional teachers of modern correctional and developmental techniques for working with children with autism disorders and a tolerant attitude towards the capabilities and needs of a child with a specified nosology; The personal component is characterized by the presence of personal qualities and moral principles that allow for pedagogical work with children with autistic disorders, as well as the ability for reflection, self-development, self-analysis, and self-education. It is emphasized that a tolerant position and promotion of tolerant behavior among students indicate a high level of professional competence of the teacher. The current state of formation of a tolerant attitude towards children with autistic disorders among future correctional teachers in higher education institutions was investigated. In particular, the results of the study confirmed the importance of a tolerant attitude towards children with autistic disorders in the work of a correctional teacher. About 2/3 of the surveyed students stated their desire to carry out professional activities with this category of students. At the same time, only ½ of the respondents noted their readiness and availability of appropriate knowledge, skills and abilities to work with children with ASD in relevant educational institutions.