ANALYSIS OF THE LEVEL OF MOTIVATIONAL COMPONENT OF THE DESIGN COMPETENCE OF SPECIALISTS OF INCLUSIVE RESOURCE CENTRE (ACCORDING TO THE RESULTS OF THE ASCERTAINING STAGE OF THE PEDAGOGICAL EXPERIMENT)

Abstract

The process of reforming the educational system of Ukraine continues. The concept of the New Ukrainian School is closely related to the concept of inclusive education, which become the reason for public demand for the training of teachers, who are able to perform their professional duties in an inclusive educational environment and also revealed their lack of readiness to work in the conditions of inclusive education .The issue of increasing the level of professional workers of inclusive resource centers in the new realities of providing educational services to students with special educational problems is relevant both in a practical aspect , – component of education reform and modernization , and theoretical aspect,– designing an individual educational trajectory for further successful socialization disabilities . The development of project competence of teachers contributes to the individualization and high–quality integration of people with special educational problems into society. In the article the author describes the results of the research on the level of the motivational component of the projective competence of faculty members of inclusive resource centers according to the results of the ascertaining stage of the pedagogical experiment, which were achieved using the methods of questionnaire survey, the method of convolution of criteria. The results of the analysis of the answers of the respondents revealed a number of aspects of the professional training of specialists of inclusive resource centers that need development and improvement, as they do not meet the demands of modern society, in particular, recipients of educational services with special educational needs, their parents and teachers working in the system of inclusive education.