disabled child, as well as tasks for self-diagnosis of the level of readiness for use of
opportunities of information technologies in professional activities.
An important consideration during the defence of a practice is the response of
respondents from different groups to the question "Have you encountered difficulties
in fulfilling tasks concerning the use of information technologies in professional
activities?" (Table 2).
Table 2 The results of respondents' answers to the question "Have you
encountered difficulties in fulfilling tasks concerning the use of information
technologies in professional activities?"
Practitioners
Always, % Sometimes, %
Difficulties
did not arise, %
Tasks failed to execute
(lack of knowledge), %
II course
(96 students)
4.1
6.3
89.6
-
ІІІ course
(105 students)
19
49.5
25.8
5.7
ІV course
(120 students)
25.8
38.4
25
10.8
So, for the second-year students, most of the difficulties did not arise. However,
students of III and IV courses experienced difficulties and lacked knowledge and skills
in using information technologies in working with intellectually disabled children in
inclusive education.
The survey results show that most respondents need new knowledge and skills to
use the Internet-resource in their professional activities. It is important to note that only
25% of senior respondents (30 students) professionally use the Internet-resource in
working with children with intellectual disabilities.
CONCLUSION
The proposed research proves that the use of information technologies in the
training of prospective teachers improves the accessibility and quality of education,
and thus new forms of information are presented: direct, live or recorded pre-
multimedia information.
In addition, the training of prospective teachers for the use of information
technologies helps in the improvement and diversification of the training process of a
specialist.
However, we consider it expedient to state that information technologies will
contribute to the improvement of the educational process if a number of psychological,
pedagogical and technological requirements is certainly followed (Fig. 4).
To conclude a discussion of the raised problem, we note that, generally, this
approach reflects the interrelation of theory and practice and requires the creation of
- 252 -