Students’ Perception of Teachers’ Professional Competence in Working with Pupils with Intellectual Disabilities

Author: Agnieszka Żyta
Institution: University of Warmia and Mazury in Olsztyn, Poland
ORCID: https://orcid.org/0000-0002-2504-7257
Author: Zdzisław Kazanowski
Institution: University of Maria Curie-Skłodowska in Lublin, Poland
ORCID: https://orcid.org/0000-0002-2860-9817
Year of publication: 2023
Source: Show
Pages: 229-239
DOI Address: https://doi.org/10.15804/tner.23.71.1.18
PDF: tner/202301/tner7118.pdf

The paper presents the results of research on the opinions of students of preschool and early childhood education (PECE) and special education (SE) on the importance of having various specific professional competencies by a teacher of inclusive education. The study used the diagnostic survey method and involved 202 students from both fields of study. Five categories of professional competencies were analysed: evaluative, psychological, innovative, communicative, and substantive-methodical. Both groups state that a high level of professional competence is especially expected when working with a pupil with an intellectual disability (ID).

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teachers’ competence students of educational sciences pupils with intellectual disabilities (ID) inclusive education

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