{"title":"教师准备在全纳教育环境中预防和克服阅读障碍和书写障碍的理论和实践方面","authors":"D. Akhmetova","doi":"10.56163/2072-2524-2022-3-94-98","DOIUrl":null,"url":null,"abstract":"The purpose of the article is to reveal theoretical and practical ways to ensure the readiness of teachers for the prevention of dyslexia and dysgraphia. The main postulate of the article is that teachers need not only to correct this deviation, but also to introduce the child into the world of relationships, which is subjectivity in the system of an inclusive educational environment.","PeriodicalId":264811,"journal":{"name":"Pedagogical education and science","volume":"35 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"THEORETICAL AND PRACTICAL ASPECTS OF TEACHERS’ READINESS TO PREVENT AND OVERCOME DYSLEXIA AND DYSGRAPHIA IN AN INCLUSIVE EDUCATIONAL ENVIRONMENT\",\"authors\":\"D. Akhmetova\",\"doi\":\"10.56163/2072-2524-2022-3-94-98\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The purpose of the article is to reveal theoretical and practical ways to ensure the readiness of teachers for the prevention of dyslexia and dysgraphia. The main postulate of the article is that teachers need not only to correct this deviation, but also to introduce the child into the world of relationships, which is subjectivity in the system of an inclusive educational environment.\",\"PeriodicalId\":264811,\"journal\":{\"name\":\"Pedagogical education and science\",\"volume\":\"35 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"1900-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Pedagogical education and science\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.56163/2072-2524-2022-3-94-98\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Pedagogical education and science","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.56163/2072-2524-2022-3-94-98","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
THEORETICAL AND PRACTICAL ASPECTS OF TEACHERS’ READINESS TO PREVENT AND OVERCOME DYSLEXIA AND DYSGRAPHIA IN AN INCLUSIVE EDUCATIONAL ENVIRONMENT
The purpose of the article is to reveal theoretical and practical ways to ensure the readiness of teachers for the prevention of dyslexia and dysgraphia. The main postulate of the article is that teachers need not only to correct this deviation, but also to introduce the child into the world of relationships, which is subjectivity in the system of an inclusive educational environment.
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