Model of Professional Training of Preschool Teachers for Work in a Compensatory Group

The number of children with autism spectrum disorders (ASD) worldwide is growing every year. In Russia, special attention is paid to compensatory groups for children, which provide educational, training, and correctional opportunities for children with special needs. This requires an increase in the requirements for teachers and a revision of the training programs for future teachers at universities. The purpose of this study is to theoretically substantiate and experimentally verify the model for preparing future teachers to work with children with ASD in a compensatory group. As part of a pedagogical experiment, the developed model was integrated into the educational process at the Institute of Psychology and Education. The experimental group (EG) consisted of 50 students, while the control group (KG) included 45 students from the Birsky branch of the Ufa University of Science and Technology. At the control stage, EG showed a higher level of development of the motivational, cognitive, active, moral, ethical and reflexive components of readiness to work with children with ASD compared with CG. The introduction of the new model has increased the willingness of future teachers to work with children with autism spectrum disorders (ASD) in a compensatory education environment. This is of practical importance, as it is aimed at improving the effectiveness of pre-school teacher training and expanding the scope of inclusive pre-school education. In the future, it would be advisable to adapt this model for the training of teachers working with other diseases.

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