| Levels |
Components of special professional competence |
| Theoretical |
Psychological |
Methodical |
| 1 |
2 |
3 |
4 |
| High |
Availability of fundamental knowledge in the field of troubled behavior etiology in children and adolescents with disabilities; knowledge of mechanisms and classification of types of troubled behavior |
Availability of a positive psychological attitude towards interaction with disabled students with troubled behavior; personality qualities formation: approval of a child; tolerance, empathy, reflexivity, focus on self-development |
Mastering a wide range of diagnostics and design of a psychologically comfortable educational environment, information and communication technologies aimed to prevent negative manifestations among students with troubled behavior and limited health opportunities; the ability to create individual programs of psychological-pedagogical support for disabled students with troubled behavior |
| Average |
Knowledge in the field of troubled behavior etiology in children and adolescents with disabilities is not systematized and compartmentalized; difficulties in understanding troubled behavior mechanisms in children and adolescents with disabilities; fragmentary awareness in the classification of types of troubled behavior |
Establishing interaction with students with troubled behavior and limited health opportunities is not clearly expressed; child acceptance, tolerance, empathy, reflexivity, focus on self-development are not systematically manifested |
Knowledge of information and communication technologies aimed to prevent negative manifestations among students with troubled behavior and limited health opportunities; difficulties in creating individual programs of psychological-pedagogical support for students with troubled behavior and limited health opportunities |
| Low |
Sketchy knowledge in the field of etiology and mechanisms of troubled behavior in children and adolescents with disabilities; lack of knowledge of troubled behavior types classification |
Lack of desire to interact with students with troubled behavior and limited health opportunities; critical attitude to the perspective of psychological-pedagogical support for students with troubled behavior and limited health opportunities |
Insufficient knowledge of information and communication technologies aimed to prevent negative manifestations among students with troubled behavior and limited health opportunities; lack of skills to create individual programs of psychological-pedagogical support for students with troubled behavior and limited health opportunities |
