READINESS OF FUTURE BOARDING SCHOOL TEACHER FOR WORKING WITH STUDENT WITH DISABILITIES IN DEVELOPMENT
DOI:
https://doi.org/10.5937/Keywords:
readiness, future boarding school teachers, students with disabilities in developmentAbstract
The article presents the results of an empirical research aimed at examining the readiness of future home educators to work with students with disabilities. The study used a descriptive-analytical method. The sample included 50 students of bachelor studies of the study program - Boarding school teacher. The results of the research show that future boarding school teachers believe that during bachelor studies they acquire some knowledge and skills to work with students with disabilities and a large number of respondents agree with the statement that students with disabilities should be included in regular teaching. The novelties that future boarding school teachers would bring to the realization of teaching subjects in which they acquire knowledge and skills about working with students with disabilities are the following: more practice in teaching subjects; visits to institutions that provide assistance and support to students with disabilities and cooperation with educators who have students with disabilities in the educational group. The role of boarding school teachers is extremely important in providing assistance and support to students in this population, because during school the boarding school replaces the family in a certain way and for this reason it is necessary to pay greater attention to the readiness of future boarding school teacher to work with students with disabilities.
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