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The State of Professional Development Programme of Specialists in Correction and Development Training Centres regarding the Assessment of Quality Education among Pupils with Severe Multiple Disorders in the Republic of Belarus

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  Digital Object Identifier (DOI): 10.26907/esd.17.3.07
  Volume Number: 17 | Issue Number: 3 | Pages: 72 - 82
  Published: September 2022
  Article Keyword(s): advanced training, assessment, correction and development training centre, preschool children, professional development, quality of education, severe multiple disorders
  Article Author(s) - listed alphabetically: Elena A. Lemekh
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In 1999, the Republic of Belarus began to educate children with severe multiple disorders (SMD). For this purpose, new special educational institutions – correction and development training centres (CDTC) – were opened across the country. Curricula for preschoolers with SMD appeared only in 2011, and curricula approved by the Ministry of Education of the Republic of Belarus appeared in 2014. Before 2011, teachers were more engaged in the care and supervision of preschoolers with SMD than in the actual educational process. Currently, changes are taking place in preschool education. The education of children with SMD should be built on a competency basis where the formation of their life competencies should play the leading role. The need to assess the quality of such education has emerged, and, consequently, the issue of professional training of specialists of CDTC in this direction. The aim of the article is to determine the possibilities of the system of professional development of teachers of specialized institutions on the issues of quality assessment of education of pupils with severe multiple disorders at the present stage in the Republic of Belarus. The basic methods in the study of this problem were questioning and content analysis. The experimental base of the study is represented by 63 state educational institutions “Centre for Corrective and Developmental Education” (Brest, Vitebsk, Gomel, Grodno, Mogilev, Minsk regions and the city of Minsk, Republic of Belarus), as well as 8 institutions providing professional development of CDTC personnel (Brest, Vitebsk, Gomel, Grodno, Minsk regions, the city of Minsk, Republic of Belarus). The study involved 345 respondents: 334 teachers of CDTC and 11 employees of professional development institutions. The study was conducted in 2020. The article presents the author’s view on assessing the quality of education of preschool children with SMD, highlights the results of the empirical study, and substantiates the possibility of changing the training of teachers of CDTC in the context of professional development institutions. The obtained data allow us to see a holistic picture of the modern system of professional development for special teachers on the problems of assessing the quality of education of preschool children with SMD, which further allows to adjust the training programs of professional development in specialized institutions (Academy of Postgraduate Education, Institutes of Education Development), to include the most popular topics in their content.

Further Reading

  Digital Devices in Early Childhood Play: Digital Technology in the First Two Years of Slovene Toddlers’ Lives
Methodological Training of Special Education Teachers in Belarus: State and Development Strategies  

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Journal Information

Publisher

Education and Self Development (E&SD) is published by Kazan Federal University (KFU)
See http://kpfu.ru/eng

Contact

"Education and Self Development"
Office 59, 1 Mezhlauk Street
Kazan 420021
Russia Federation

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  +7 (917) 904 9885
  samorazvitie@mail.ru

ISSN

ISSN 1991-7740

Frequency of Publication

E&SD publishes four print issues each year. It was established in June 2006

Impact Factor and Ranking

The Journal has been accepted for inclusion in Scopus and is applying for inclusion in Web of Science. At present it has not established an impact factor or ranking but these will be forthcoming.

Open Access

E&SD is an online, open access journal fully funded by Kazan Federal University. The Journal is a signatory to the Budapest Open Access Initiative and is committed to ensuring that all of the articles we publish are freely available. Articles are available to all without charge, and there are no article processing charges (APCs) for authors.

Scope Statement

Available here…

Article Keywords

assessment bibliometric analysis blended learning communication competence Covid-19 creativity critical thinking distance learning education educational environment educational process educational standard evaluation foreign language future teachers higher education identity inclusive education lifelong learning model motivation multicultural education non-formal education pedagogy personality professional competence professional development professional orientation psychological safety quality quality of education reading comprehension reflection self-assessment self-development students teacher teacher education teacher professional development teachers teacher training training upbringing values

Article Authors

Albina R. Drozdikova-Zaripova Alena Hašková Andreja Istenic Starcic Andreja Istenič Anna I. Akhmetzyanova Anna Kobtseva Aydar Kalimullin Aydar M. Kalimullin Aydar Minimansurovich Kalimullin Balwant Singh Branka Radulović Daria Medvedeva Dinara Bisimbaeva Elena Ibragimova Evgeniya Shishova Evsyukova E.A. Fatemeh Khonamri Ian Menter Idiyatov I.E. Ilshat R. Gafurov Kadriya Shakirova Liliana Shakirova Lira V. Artishcheva Lyubov A. Kochemasova Martina Pavlikova Mourat Tchoshanov Musa Nushi Natalya N. Kalatskaya Nick Rushby Oksana Kozhevnikova Olga K. Evdokimova Rezeda M. Khusainova Roza A. Valeeva Roza Valeeva Rushby N.J Tatiana Baklashova Valerian Faritovich Gabdulchakov Venera Zakirova Vera K. Vlasova Vera Khotinets Vera Vlasova Violeta Rosanda Vsevolod V. Andreev Yulia Novgorodova Zdenka Gadušová

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