Psychological factors of development of professional self-awareness of special education specialists

Abstract

The article deals with the issue of improving the professional training
of special education teachers through the processes of
comprehension and awareness of the effectiveness of the
correctional and rehabilitation work. It has been found that, unlike
the scientific achievements in the field of educational psychology,
there are only a few works on the problem of professional selfawareness of specialists in special and inclusive education in the
field of research and publications.
The psychological indicators of professional competence, directions
and peculiarities of teachers' work on themselves in case of their
experiences in the event of an internal conflict in a situation where a
specialist cannot cope with a child with special educational needs,
exhausts himself with thoughts about his professional imperfection,
extrapolates his panic to colleagues who have common
psychological problems are revealed.
The reason for this state of affairs is determined, which is the
ignoring of the problem of personality development of specialists
working with children with special educational needs in the past,
during their studies at the university. The author has developed the
levels of psychological perception of teachers of their own
correctional, compensatory and rehabilitation professional activities.
Based on the results of the empirical study, the necessity of creating
a program for the development of professional self-awareness of
teachers in the network of special and inclusive education
institutions is established. Difficulties in working with students with
primary and other pathological layers in intellectual, speech, autistic,
kinesthetic, communicative, development are revealed as a number
of unconscious difficulties of the teacher in interaction with such
children as psychological factors of teacher discomfort, neurotic
reactions, indifference to the result of their own correctional and
pedagogical work.
It is proposed to further investigate the directions of psychological
work on the development of professional self-awareness of special
education specialists: cognitive, motivational, professional, which
are part of the block of the systemic-functional model of
psychological readiness.