Teacher Preparedness for the Development of Programs and Methodological Support for Educational Process of Mentally Retarded Students in a Preschool Organization
Olga V. Pashinova, Candidate of Sciences (Pedagogy), Assistant Professor of the Theory and Practice of Special Education and Upbringing Department, ORCID https://orcid.org/0000-0002-8000-8621, Pedagogical Institute, Irkutsk State University
Anna D. Suleymanova, Bachelor (majoring in ”Special (Defectological) Education”), ORCID https://orcid.org/0000-0001-8636-3811, Pedagogical Institute, Irkutsk State University
6, Nizhnyaya Naberezhnaya St, Irkutsk, Russia, 664011, tel.: +7(3952)241097, e-mail: s79021744860@ gmail.com
Abstract. Introduction. The system of preschool education for students with special educational needs actively develops; the regulatory and legal framework, programs and methodological literature are amended and undergo changes. The adoption of new regulatory and legal documents causes some difficulties for administrative and pedagogical workers of preschool educational organizations. This paper is concerned with the study of preparedness of teachers to develop programs and methodological support for the educational process of children with delayed mental development in a preschool educational organization.
Materials and methods. The object of the study was the process of developing programs and methodological support for preschoolers with delayed mental development.
The study employed the following main methods: analysis of regulatory, psychological, pedagogical, and methodological literature on the problem under study; and pedagogical experiment (ascertaining). The empirical basis of the research consisted of the results obtained with a questionnaire survey of 130 teachers working with the mentally retarded preschoolers and an analysis of 30 websites of preschool educational organizations of the Irkutsk region.
Results Based on the methods of empirical research, we revealed a low level of pedagogical preparedness to develop the content of the adapted basic educational program of preschool educational organizations.
Conclusion. The practical results of the research can be useful for the specialists involved in the design and implementation of the advanced training programs aimed at increasing teachers’ professional competence in the development of programs and methodological support for the educational process for preschool children with developmental delay.
Keywords: developmental delay, adapted educational program, programs and methodological support, regulatory framework, special educational needs, preschool educational organization.
For citation: Pashinova O. V., Suleymanova A. D. Teacher Preparedness for the Development of Programs and Methodological Support for Educational Process of Mentally Retarded Students in a Preschool Organization. Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2020; 14(3):393-410.