Personality characteristics of the facilitator involved in the school inclusion of children with special educational needs
Personality characteristics of the facilitator involved in the school inclusion of children with special educational needs
Author(s): Dana Maria Goinea, Valentina VarticSubject(s): Social Sciences, Education, Psychology, Individual Psychology, Inclusive Education / Inclusion, Pedagogy
Published by: Universitatea din București, Facultatea de Psihologie și Științele Educației, Departamentul Psihopedagogie Specială
Keywords: inclusive education; special educational needs; facilitator/shadow; personality, empathy; hostility; self-regulation capacity; occupations;
Summary/Abstract: Starting from the observation of the context of achieving school inclusion for students with special educational needs, this article presents some personality traits of the facilitator. International and national legislative frameworks and examples of addressing the issue of inclusion in other countries are presented first. Given the specificity of the work and the demands to which the facilitator issubjected, certain personality traits are necessary. Through the research presented, some of these features are highlighted: empathy, the level of hostility, and the ability to regulate negative states, but the need to clarify the framework for carrying out this occupation is also supported.
Journal: Revista de Psihopedagogie
- Issue Year: 11/2022
- Issue No: 1
- Page Range: 53-62
- Page Count: 10
- Language: English