Supervision as a form of inclusive education retraining and school community professional advancement

Authors

DOI:

https://doi.org/10.32919/uesit.2022.03.03

Keywords:

inclusive education, educational supervision, model of educational supervision, conducting supervisory groups, model supervision retraining of inclusive education professionals

Abstract

Using the example of Kryvyi Rih, we present the supervision model used to promote the education reform in Ukraine and the retraining of the school's major players. Through a sociopolitical and educational description of the current situation in Kryvyi Rih, empirical study has introduced a model of retraining. Due to this, 124 key stakeholders from 20 inclusive schools underwent testing to help plan the implementation of the monitoring model (teachers, tutors, staff, psychologists and parents from 7 districts of Kryvyi Rih were invited to participate). In this study, we provide an alternative strategy for interagency supervisory groups and communication, with an emphasis on the model supervision retraining of inclusive education specialists. Four stages make up the supervision process: case report, exchange, conceptualization, and summary. In the paper, we suggest a modification of an unstructured interview by a specialist who specifies the context of training supervision in order to facilitate successful work. The psycho-educational support team in inclusive education was able to propose the supervision program thanks to the analysis of the organizational, methodological, and information retraining system and the execution of the pilot project of supervisory groups: I. Providing team members with the necessary training to work with the objectives of each child development plan; II. Using case preparation tools; III. Analyzing environmental elements; and IV. Managing team support.

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References

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Accepted
2022-09-10

Published

2022-09-30

How to Cite

Bondar, K., & Shestopalova, O. (2022). Supervision as a form of inclusive education retraining and school community professional advancement. Ukrainian Journal of Educational Studies and Information Technology, 10(3), 28–41. https://doi.org/10.32919/uesit.2022.03.03