TYPES OF REFLECTION IN ROLE COMMUNICATION OF SPECIAL EDUCATION TEACHERS

Abstract

The transformational processes of communication globalization introduce appropriate changes to the theoretical and methodological substantiation of the teacher’s psychological readiness to fulfil their status-functional and psychological roles in inclusive education. Communication is the main instrument of pedagogical activity. Referring to the concept of the existence of three types of reflection, the author proves their interdependent relationship with three types of reflection – these are systemic reflection, introspection, and quasi-reflection. The prevailing majority of the researches conducted in the aspect of inclusive education is aimed at analyzing and ascertaining the normative functions of teaching activities: personnel, medical, organizational-management, normativelegal, educational and methodological materials, technical and technological in the modelling of didactic material. We believe these normative provisions are a basis in inclusive education. However, the aspects of identifying intrapersonal properties and their correspondence to the pedagogical activity of teachers remain poorly researched. The identified regularities in this aspect contribute to the competent use of psychotechniques to overcome increased fatigue, emotional and professional burnout, and the decrease in the level of emotional adjustment. The article presents new material on the use of reflection as a universal psychological mechanism of self-contemplation from apart, however, according to the egocentric properties of a personality, “stupid” reflections are used, which are defined as intermediate reflection (introspection) and quasi-reflection. It has been proven that these types of reflection use the role positions of “a Father” and “a Child”. However, it is they who set remote communications between a teacher and a student of inclusive education. While under the conditions of dominance of systemic reflection (“good” reflection), the teacher skilfully improvises with various role positions to overcome distance relations between communication subjects. Further research is required to analyze age indicators that influence on constancy of role positions and are difficult to correlate.