Keyword: «teachers»

The article is devoted to the problem of forming emotional burnout of teachers. The process of gradual loss of energy (emotional, physical, cognitive) symptoms manifested in emotional exhaustion, physical fatigue, personal detachment of teachers, to reduce job satisfaction. Investigation of burnout teachers will identify landmarks in the development of preventive and corrective actions specified condition.

The article studies contents and degree of teachers’ "Appearance" – stereotypes positivity/negativity (the simplified, generalized, emotionally colored ideas of them which are actualized on the basis of their appearance). The modified technique option “Diagnostics of contents and degree of “Appearance" – stereotypes” positivity/negativity has been applied (V.A. Labunskaya, A.A. Bzezyan, 2013). The teachers differentiated by criterion attractive/unattractive were as an object of evaluation. The results of “Appearance" – stereotypes features comparative studying in teachers with attractive and unattractive appearance among students are presented. It is shown that positivity/negativity degree and contents of “Appearance”-stereotypes of teachers are caused by an attractiveness of their appearance.

The article describes the problems of integrating education and upbringing of children with disabilities, their social adaptation. It is an issue of finding the strategy for training future speech pathologists for the work with disabilities having children. Humanization is one of the means of a working specialist. The author describes structure and strategy of the educational space, highlights the main components of values and traditions of the cultural environment, where children with disabilities are included.

This article introduces the domestic experience in organizing the training of academic staff at the Higher Technical School. The emphasis is on its psychological and pedagogical component as a necessary condition for the preparation of future scientists, both in retrospective review and at the present time.

As the model of inclusive education is gaining momentum compared to the approaches of special classes and special schools, the percentage of students with special educational needs attending regular classes with their typically developed peers is gradually increasing. As part of this effort, teachers and school psychologists need to expand their knowledge and skills to provide a supportive classroom environment that can facilitate the academic and social integration of students with special educational needs. The aim of this qualitative study was to study, through semi-structured interviews, the views of 30 Kazakhstani teachers working with students with special educational needs. Content analysis of the data showed that, the factors contributing to inclusiveness revolve around building strong relationships with the child, family and professionals working in the school context, as well as adequate information regarding children with special needs. The obstacles to integration are mainly due to practical difficulties, such as overcrowding in classrooms, delays in diagnosis and the lack of reliable evaluation measures. Overall, although the Kazakh teachers seem to have a positive attitude towards inclusive education, they apparently underestimate some practices of inclusive education, considering the modern literature as key elements. As a result of this study, there was a need for additional training, psychosocial support and psychoeducation of Kazakh teachers working in the field of inclusive education.