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Kristina Torop, Nataliia Yarmola, Marharyta Dergach, Nataliia Kvitka, Snizhana Trykoz, Bohdana Vasylenko
DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.01.8
Cómo citar:
Torop, K., Yarmola, N., Dergach, M., Kvitka, N., Trykoz, S., & Vasylenko, B. (2023). Methodical training of teachers working with
schoolchildren with intellectual development disabilities. Revista Eduweb, 17(1), 76-87.
https://doi.org/10.46502/issn.1856-7576/2023.17.01.8
Methodical training of teachers working with schoolchildren
with intellectual development disabilities
Formación metódica de profesores que trabajan con escolares con discapacidad
intelectual
Kristina Torop
torop.kristina@gmail.com
https://orcid.org/0000-0002-2330-1960
Head of special school, Doctor of Pedagogical Sciences, Municipal educational Institution of the
Dnipropetrovsk Regional Council “Special School “CHANCE”, Dnipro, Ukraine.
Nataliia Yarmola
nat.yar1978@gmail.com
https://orcid.org/0000-0001-9374-5543
Deputy director for Research, Ph. D., Mykola Yarmachenko Institute of Special Pedagogy and Psychology of
the National Academy of Educational Sciences of Ukraine, Kyiv, Ukraine.
Marharyta Dergach
margarita_solo@ukr.net
https://orcid.org/0000-0001-6740-3689
Professor, Associate Professor, Doctor of Pedagogical Sciences, Faculty of Rehabilitation Pedagogy and
Social Work, Department of Special Education and Psychology
Khortyrsia National Academy, Zaporizhzhia, Ukraine.
Nataliia Kvitka
kvitkanatalie@gmail.com
https://orcid.org/0000-0002-8885-1883
Doctor of Philosophy (PhD (Education)), Senior Researcher of the Department of inclusive education of
Mykola Yarmachenko Institute of Special Education and Psychology of the National Academy of Educational
Sciences of Ukraine, Kyiv, Ukraine.
Snizhana Trykoz
snizhanatrykoz@gmail.com
https://orcid.org/0000-0002-5929-589X
Doctor of Philosophy (PhD (Education)), Senior Researcher of the Department of education of children with
disabilities of intellectual development of Mykola Yarmachenko Institute of Special Education and Psychology
of the National Academy of Educational Sciences of Ukraine, Kyiv, Ukraine.
Bohdana Vasylenko
danon.vasilenko@gmail.com
https://orcid.org/0000-0002-3470-9718
Correctional teacher, Municipal educational institution of the Dnipropetrovsk Regional Council “Special School
“CHANCE”, Dnipro, Ukraine.
Recibido: 14/12/22
Aceptado: 15/02/23
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Abstract
Working with children with special educational needs requires a high level of the teacher’s
competence and high-quality organizational work to constantly improve the educational process’s
effectiveness. The purpose of the academic paper is to determine the main features of the
pedagogical workers’ readiness to work with schoolchildren with intellectual disabilities, to study
the success factors of this process and to highlight the effectiveness degree of its components.
Several general and special methods of studying analytical information were used during the
research. As a result the success features and individual characteristics of the pedagogical staff’s
readiness to work with schoolchildren with intellectual development disorders were determined.
Keywords: the pedagogical worker’s readiness, inclusion, the teacher’s competence, the
teacher’s scientific and methodical activity, work in inclusive conditions.
Resumen
Trabajar con niños con necesidades educativas especiales requiere un alto nivel de competencia
del docente y un trabajo organizativo de alta calidad para mejorar constantemente la eficacia del
proceso educativo. El artículo académico tiene como objetivo determinar las principales
características de la preparación de los trabajadores pedagógicos para trabajar con escolares
con discapacidad intelectual, estudiar los factores de éxito de este proceso y resaltar el grado de
efectividad de sus componentes. Durante la investigación se utilizaron varios métodos generales
y especiales de estudio de la información analítica. Como resultado se determinaron los rasgos
de éxito y las características individuales de la preparación del personal pedagógico para trabajar
con escolares con trastornos del desarrollo intelectual.
Palabras clave: preparación del trabajador pedagógico, inclusión, competencia docente,
actividad científica y metódica del docente, trabajo en condiciones inclusivas.
1. Introduction
Currently, methodical services of various levels are involved in supporting pedagogical workers
conducting pedagogical activities with children with intellectual disabilities. It is important to
remember that inclusion is contextual. Consequently, there are no universal recommendations
for involving teachers in specific forms of work. Teachers, understanding and demonstrating
effective teaching and learning methods in an atmosphere of cooperation and support from the
education authority, and the local community, achieve the greatest success in implementing
inclusive education, creatively solving problems based on proven pedagogical techniques,
methods and forms.
The theoretical part of the present research characterizes the concept, components, success
factors and individual stages of methodical preparation for working with pedagogical workers
dealing with schoolchildren with intellectual disabilities.
The practical part of the research reveals the most important factors causing the necessity to
intensify the methodological support of pedagogical workers working with schoolchildren with
intellectual disabilities. It determines the most effective areas of methodical work on training such
pedagogical workers, the principal directions of methodical support for teachers working with
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schoolchildren with intellectual disabilities, which require priority optimization. It also determines
thematic directions of trainings for pedagogical workers’ methodical support in inclusive classes,
which are the most effective and in demand in practical activities.
Based on the research results, conclusions were made regarding the issues under consideration.
It has been established that the main tendencies in society indicating the need to intensify the
methodological support of pedagogical workers working with schoolchildren with intellectual
disabilities are the orientation of the organizational and methodological fundamentals of the
educational process in secondary schools towards children with typical development and
neglecting the specifics of the pedagogical and cognitive activities of children with special
educational needs.
The survey participants identified the most effective directions of methodical work on training
teaching staff to work with schoolchildren with intellectual disabilities. These are improving the
activities of methodological structural units in educational districts and activating partnerships and
cooperation with higher educational institutions.
The survey has also shown that the following types of pedagogical workers’ methodical support
require priority attention: optimization of the methodological framework and organizational and
pedagogical conditions of teachers’ professional activities in inclusive classes and identification
of professional growth factors to provide quality educational services to children with special
needs. At the same time, the most popular thematic directions of training in the teaching staff’s
practical activities are the competency-based approach to improving the teachers’ qualifications
for implementing an inclusive model of teaching children with special educational needs, training
the teaching staff’s readiness to work with children with special educational needs, and
requirements for cultivating pedagogical and cognitive competence of children with special
educational needs.
2. Literature Review
Methodical assistance in meeting the professional and social needs of teaching staff working with
schoolchildren with intellectual disabilities should be conducted considering the innovative
development of the educational sphere (Mykyteichuk et al., 2022).
The improvement of such employees’ qualifications is fulfilled based on implementing a complex
of interrelated organizational-pedagogical, scientific-methodical, and research-experimental
activities. With this approach, the teacher is always at the center of the educational process. He
systematically raises his professional level (Stebljuk et al., 2021; Goodall et al., 2022).
The pedagogical workers’ qualitative methodological competence is a guide to applying the latest
approaches in providing quality services in the context of inclusive education development. This
makes it possible to ensure education continuity, as well as effectively use available state funds
to ensure educational process, assessment and further development of education quality (Raptis
& Spanaki, 2017).
The development level of information and communication technologies, in particular, the creation
of technical, organizational and methodical opportunities for their use, contributes to improving
the teacher’s professional skills in the inclusive education sphere (Chupakhina, 2019).
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Several directions of using Internet technologies are implemented in the scientific and
methodological activities of the state education system for this purpose. These are the exchange
of work experience through webinars, workshops, forums, e-mail, etc., information support for the
teacher’s activity working in an inclusive classroom, expansion of specialists’ professional work
experience, etc. All these directions contribute to the pedagogical workers’ professional
development and provide personally oriented informational support according to the needs and
chosen direction of each teacher’s pedagogical activity in inclusion conditions (Brinton & Fujiki,
2017),
The feature of pedagogical workers’ scientific and methodical support is that the relations between
the participants occur under the condition of partnership of the state, teachers, and
representatives of state and public institutions (Syeda et al., 2021).
The qualitative organization of such methodological work should consider the participants’
professional multidisciplinary in the methodological process, the balanced use of different
approaches to the problems of developing inclusive education and unequal opportunities of
considering their optimal solution.
The formation of an informational, educational environment requires establishing a system of
methodical support of the educational process aimed at implementing its basic functions: ensuring
education, socialization, intra-district control over implementing education standards. The active
use of ICT and distance learning technologies will primarily contribute to the provision of special
and additional education for children and adults with disabilities of physical or mental development
(Conti-Ramsden et al., 2019).
The implementation of the tasks facing the educational system in the conditions of inclusive
education is inextricably linked with the need to update the scientific and methodological support
of the psychological service, teachers and educators. In this regard, several necessary measures
are being carried out to optimize the system of teaching staff’s methodological support in inclusive
classes, namely:
− the work of methodical associations of practical psychologists and social pedagogues is
organized concerning the problems of psychological-social-pedagogical support of inclusive
education involving special education specialists, defectologists, speech therapists, and
scientists;
− methodological control over the psychological service specialists’ activities participating in the
organization of inclusive education;
− organizational support for improving the qualifications of teaching staff on inclusive education
issues with the participation of practical psychologists and social pedagogues;
− organizing and implementing educational work by the psychological service’s employees in
educational institutions towards improving the psychological culture of teachers, parents and
students in order to prevent stigmatization and discrimination of children with special
educational needs (Bondarenko, 2018).
The purpose of the research is to establish the viewpoint of methodologists and workers in the
pedagogical sphere who have experience working with schoolchildren with intellectual disabilities
regarding the principal aspects of individual components of the teaching staff’s readiness to work
with education seekers with intellectual disabilities.
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3. Methodology
Practical studying modern tendencies of the teaching staff’s readiness to work with schoolchildren
with intellectual disabilities was conducted by surveying 711 methodologists and pedagogical
workers teaching in 21 educational institutions: general secondary, general special and higher
educational institutions in Kyiv (Ukraine). The research was conducted using the Survio service.
4. Data Analysis and Results
According to the survey participants’ standpoint, currently, in the conditions of increasing the
world’s attention to people’s needs with developmental disabilities, education requires particular
attention on the part of society. At the same time, the first and foremost important activity direction
of scientists and leaders of the educational system is to improve the quality of pedagogical
workers’ methodical support working with education seekers suffering from intellectual
development disorders.
According to the survey participants’ viewpoint, the main trends in society indicating the need to
intensify the pedagogical workers’ methodical support working with schoolchildren with impaired
intellectual development are as follows (Figure 1).
The survey has shown that such factors primarily include the orientation of the organizational and
methodological fundamentals of the educational process in secondary schools on children with
typical development and neglecting the specifics of the pedagogical and cognitive activities of
children with special educational needs.
In the process of the questionnaire, the respondents identified the following most effective
directions of methodical work on training the teaching staff to work with schoolchildren with
intellectual disabilities (Figure 2):
Figure 1. Prerequisites for activating the teaching staff’s methodical support working with
schoolchildren with intellectual development disorders, %
Source: compiled by the authors
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Figure 2. The most effective directions of methodical work on training the teaching staff to work
with schoolchildren with intellectual disabilities, %
Source: compiled by the authors
As can be seen from Figure 2, the respondents consider that the most effective areas of
methodical activity in this sphere are improving the activity of methodical structural divisions of
pedagogical workers in educational districts and activating partnership relations and cooperation
with higher educational institutions.
During the survey of methodologists and pedagogical workers, the types of activities carried out
in an insufficient amount or of insufficient quality for methodical support of this category of
teachers were clarified. They require primary attention in terms of optimizing the development
procedure, applying new approaches to fulfilling or systematically reviewing the execution of this
type of work (Figure 3).
As can be seen from Figure 3, such directions are optimizing scientific and methodological support
and organizational and pedagogical conditions for teachers’ professional activity in inclusive
classes and identifying professional growth factors for the provision of quality educational services
to children with special needs. Determining the most important directions of work on optimizing
methodological support can be used in choosing the forms and content areas of teachers’ training
during advanced training and during the inter-certification period.
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Figure 3. The main directions of teaching staff’s methodical support working with students with
intellectual disabilities that require priority optimization, %
Source: compiled by the authors
During the research, respondents were asked to identify the thematic directions of methodological
support trainings. They are most in demand in the pedagogical workers’ practical activities with
schoolchildren with impaired intellectual development. These directions are as follows (Figure 4):
As can be seen from Figure 4, such thematic directions are primarily a competency-based
approach to improving the teachers’ qualifications for implementing an inclusive model of teaching
children with special educational needs, cultivating the pedagogical staff’s readiness to work with
children with special educational needs and requirements for developing pedagogical and
cognitive competence of children with special educational needs.
Trainings in inclusive classes are evaluated equally by both teaching staff and methodologists.
The average difference is 2-3%. However, methodologists do not perceive and do not understand
approaches to the development of pedagogical and cognitive competence of children with special
educational needs. Both teachers and methodologists pay the greatest attention to the
requirements of the teaching staff who will work with children with special needs. This can be
explained by the fact that the entire system of inclusive education with children with special
educational needs depends on this factor. Therefore, this factor was noted at the level of 51%.
Accordingly, the preparation of teachers for teaching children with special needs is the next
important factor, which is directly related to the previous factor. It is also worth noting the role and
attention of the child in the learning process. Attention is also paid to scientific and methodological
support.
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Figure 4. Thematic directions of trainings on the teaching staff’s methodical support in inclusive
classes, which are the most effective and in demand in practical activities, %
Source: compiled by the authors
Thus, we determined that the main role in the provision of educational services for children with
special needs belongs to the pedagogical team and each teacher, in particular, with the
appropriate scientific and methodological support.
5. Discussion
In general, the work of methodical and pedagogical support of inclusive education can be outlined
as:
− methodological support toward protecting and providing the rights and freedoms of a child
with special educational needs in the conditions of an educational institution and during the
child’s staying in the family;
− regulatory and methodological assistance in providing recommendations to the teacher on
creating a positive microclimate in the children’s collective;
− disseminating information about the inclusive education’s principles among teachers, parents
and children with the aim of forming a friendly and non-judgmental attitude towards a child
with special educational needs;
− providing information to a child with special educational needs and his parents about the
infrastructure of out-of-school educational institutions in the district, promoting the child’s
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participation in groups, sections taking into account his capabilities (Accardo et al., 2019;
Anctil et al., 2008; Bettencourt et. al., 2018).
The content of psychological and pedagogical support for children with special educational needs
in the conditions of the educational district allows increasing the child’s adaptation capabilities,
developing communication skills, emotional sphere, reducing the level of anxiety, overcoming
fears, minimizing aggressive behavior, increasing the children’s self-esteem (Cage & Howes,
2020).
The computerized innovative educational space promotes developing methodical services aimed
at enriching and updating the methodical work’s forms in educational districts, creating a variable,
multifunctional scientific and methodical environment. This ensures the advancing the teachers’
professional experience in the inclusive education sphere, the formation of a new social
philosophy, and a positive attitude towards children with psychophysical development disorders
(Collins et. al., 2019).
Psychological diagnostic tools and correctional programs developed and used by pedagogues
working with schoolchildren with intellectual disabilities, as a rule, always require adjustment
(changes in the method of presenting the material without changing the content or conceptual
complexity of the task), or less often, correction on the features of the child’s individual
development (Forber-Pratt, Lyew, Mueller & Samples, 2017).
In this regard, a database of diagnostic methods for working with children with special needs is
formed in the district framework. Methodological recommendations are developed for practical
psychologists, social pedagogues, teachers and educators to work in an inclusive environment
(Grimes et al., 2020).
A significant direction of consultative and methodical assistance is educational and campaigning
work to improve psychological culture in educational institutions and families, individual work with
children and school youth (Hong et al., 2018).
The solution of the following social problems occupies an important place in the work of specialists
on methodical support of the educational process in institutions of general secondary education,
namely:
− social-psychological support of families, pedagogical work with parents;
− creation of conditions for the social and psychological comfort and safety of children;
− establishment of a normative and methodological basis for the development of children with
psychophysical disabilities, as well as children of the “risk group” and children of socially weak
categories (Li et al., 2021; Shamshiri-Petersen & Krogh, 2020).
In order to provide high-quality educational services, a close cooperation of a defectologist
consultant, a teacher’s assistant, a practical psychologist, a medical worker, a social pedagogue,
etc. should be established (Moriña & Orozco, 2022).
6. Conclusions
Therefore, the survey results show that the analysis of regulatory documentation and scientific
developments on the research topic, comprehensive methodical work with pedagogical personnel
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working with schoolchildren with intellectual disabilities is aimed at increasing the level of the
teacher’s professionalism and improving the overall effectiveness of the educational process. At
the same time, it is extremely significant to identify problematic points, develop the organizational
and pedagogical conditions for teachers’ professional activity in inclusive classes, and to identify
individual factors of professional growth in order to provide quality educational services to children
with special needs.
In general, the survey noted that high school remains the priority system of education. At the
same time, teachers should not be emotional about children's characteristics, but should perceive
them as full-fledged children who can and are obliged to follow the secondary school curriculum.
At the same time, the material and technical base has the least impact on inclusive education for
children with special needs.
The effectiveness of inclusive education for children with special educational needs directly
depends on the cooperation of teachers with institutions of higher education. After all, this forms
the motive and perspective of further independent improvement of children and acts as a social
guarantee of their life and activities. A particularly important factor is the mutual understanding of
pedagogical workers and prompt response to everyday challenges and processes in secondary
school. In addition, the effectiveness of inclusive education directly depends on the identification
of professional factors that determine the quality of providing educational services to children with
special educational needs. The use of pedagogical approaches implemented by individual
teachers was also noted.
Thus, inclusive education aimed at children with special educational needs requires increased
attention of pedagogical workers regarding the relationship with children as "teacher-student" and
"pedagogical team - classes". An important element in this system is the system of social
guarantees and motives regarding the possibility of further education and obtaining higher
education according to the interests and inclinations of such schoolchildren.
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