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.

Key words: professional self-awareness; children with special educational needs; special education specialists.