Conference or Workshop Item

Permanent URI for this collection

https://dspace.tsu.ge/handle/123456789/2518
Conference or Workshop Item

Browse

Browsing Conference or Workshop Item by Author "Associate Professor, Department of Pedagogy, Akaki Tsereteli State University"

Now showing 1 - 1 of 1
  • Thumbnail Image
    Item
    Challenges of inclusive education practice
    (Batumi Shota Rustaveli State University, 2024-06-28) Kobuladze, Nato; Associate Professor, Department of Pedagogy, Akaki Tsereteli State University
    The inclusive education model is based on the principle that all children have the right to receive education and to reveal their potential as much as possible in general education schools. Every person is an individual. Difference creates diversity. Thus, the environment should create all the conditions for the manifestation of opportunities, so that each person feels like an important, necessary, and socially developed person.Teachers make a significant contribution to the quality implementation of inclusive education, and therefore, teacher training university programs must develop the relevant competencies for future teachers. In the paper, we share with you the research of A. Tsereteli State University regarding the teaching of "inclusive education", which was carried out within the framework of the 5-credit training course of the 300-credit teacher training program - "inclusive education". In this course, embedded practice in public schools is integrated. Schools and students have understood the rights and responsibilities of practicing in a quality and result-oriented manner. Within the framework of the training course, the lecture is held at the university (15 hours in total), and the student spends two hours of practice at school (30 hours in total), under the mentorship of a special teacher. During the practicum, the student is required to produce a portfolio that includes several activities outlined in the embedded practicum syllabus. The presentation of the presented portfolio is held at the last summary lecture, to which the special teachers of the schools, in which the mentioned built-in practice took place, are also invited. In the 2023-2024 academic year, we conducted a study regarding the implementation of the practice of inclusive education for students. The aim of the study was: to reveal the needs of inclusive education practice. Quantitative and qualitative research methods were used, namely, interviews, and questionnaires. The research was conducted on the example of five public schools in Kutaisi. 14 students in the 3rd year of the 300-credit teacher training program participated in the research. Based on the results of the research, conclusions and challenges were highlighted that most special teachers work with students with special needs and subject teachers try to avoid developing individual plans, and students spend most of their time in the classroom and not in the classroom. environment. To improve the practice of students, the following recommendations were developed: - It is important to devote more time to practice in school and observe students; - To increase the awareness and involvement of teachers regarding inclusive education; - On the part of subject teachers, more attention should be paid to researching the needs of students with special needs; - It is necessary to spend more time working on individual plans and developing and modifying resources; - to increase constructive cooperation between subject teachers and students. The results and recommendations of the given research were sent to the principals of the schools receiving the practice to share the results of the said research with the teachers and special teachers of their schools, to further improve the practice.