Topic

The proposed paper will explore the interrelation between personal and professional competencies of specialists working with children with disabilities and their families over extended periods. The discussion aims to highlight how these competencies influence the effectiveness of the educational process, the quality of interaction with children and parents, and the prevention of professional burnout. The study incorporates data from specialists in Russia and the United States, allowing for a comparative analysis of professional practices across different cultural and educational contexts.

Research Question

• How do personal and professional competencies interact to shape the effectiveness of specialists working with children with disabilities and their families?

• What role do key personal qualities such as empathy, patience, and communication skills play in fostering a supportive educational environment?

• How do the experiences of specialists from Russia and the United States compare in terms of competency development and professional sustainability?

• What strategies can be used to integrate personal and professional competency development into teacher training programs internationally?

Objective

The objective of this discussion is to explore the complex relationship between the personal and professional competencies of educators working with children with disabilities. Specifically, it seeks to:

1. Identify the key personal and professional competencies necessary for effective work in special education.

2. Analyze how these competencies contribute to better interaction with children with disabilities and their families.

3. Compare the experiences and best practices of specialists from Russia and the United States to identify cross-cultural insights.

4. Discuss strategies for integrating personal and professional competency development into teacher training programs.

5. Provide recommendations for improving the support systems for special education professionals at an international level.

Conceptual or Theoretical Framework

The discussion will be grounded in a multidisciplinary approach, drawing from:

• Psychological Theories of Competency Development: Using frameworks such as Rubinstein’s theory of activity and Vygotsky’s socio-cultural approach, the discussion will examine how personal qualities shape professional effectiveness.

• Emotional Intelligence: Exploring how emotional intelligence components such as empathy and self-regulation contribute to successful interactions with children with disabilities.

• Pedagogical Theories of Special Education: Addressing how professional development in special education integrates both pedagogical and psychological aspects.

• Burnout Prevention Models (Maslach): Assessing the impact of professional competencies on reducing emotional exhaustion and stress in special education professionals.

Methodological Approach

The discussion will be based on qualitative research findings from semi-structured interviews with experienced educators in Russia and the United States. These interviews provided in-depth insights into:

• The daily challenges specialists face in their work.

• The competencies they consider most crucial for professional success.

• Real-life cases illustrating the application of professional and personal competencies.

• Strategies used by experienced professionals to maintain effectiveness and avoid burnout.

By analyzing life and professional situations, the study identifies best practices for applying key competencies in real-world educational settings.

Intended Purpose of the Discussion

1. Knowledge Sharing – Facilitating an exchange of experiences and insights among educators, psychologists, and policymakers involved in special education.

2. Practical Implications – Exploring strategies for integrating emotional intelligence and personal competencies into professional training programs.

3. International Perspective – Addressing how the findings of this research align with global best practices in special education.

By emphasizing the shared experiences and wisdom of educators with 50–60 years of practice, this discussion will offer practical and globally applicable insights for improving teacher training, professional support systems, and educational outcomes for children with disabilities worldwide.

This study employs a qualitative research approach, using semi-structured interviews as the primary research instrument. The research is based on data collected from highly experienced specialists with 50–60 years of professional practice in special education. These professionals have worked extensively with children with disabilities and their families, providing a rich perspective on long-term competency development and career sustainability. Research Design The study follows a phenomenological approach, focusing on the lived experiences and reflections of specialists who have dedicated their careers to special education. The goal is to identify commonalities in the development of personal and professional competencies over time, highlighting key factors that contribute to career longevity, professional effectiveness, and sustained motivation in the field. Participants The research sample consists of special educators, psychologists, and rehabilitation specialists who have spent decades working in various educational and clinical settings. Their insights provide a comprehensive perspective on the essential competencies required to support children with disabilities and their families effectively. Through their extensive professional experience, they offer valuable lessons on the evolving nature of special education, the role of mentorship, and strategies for overcoming challenges in the field. Data Collection Methods 1. Semi-structured interviews – Conducted with experienced specialists, these interviews explored: • The evolution of personal and professional competencies over a long career. • The role of empathy, patience, and communication skills in building effective relationships with children and families. • Strategies for maintaining motivation, preventing burnout, and adapting to changes in the field. • The impact of mentorship and knowledge transfer in shaping future generations of professionals. • Universal challenges and best practices that have emerged over decades of work in special education. 2. Thematic Analysis – Interview data were analyzed using a qualitative thematic coding approach, identifying recurring themes related to: • Career sustainability and adaptation • Key competencies that ensure long-term success • Common strategies for professional resilience and emotional well-bein By combining firsthand professional insights with existing research, this study offers a comprehensive understanding of how lifelong experience in special education contributes to effective teaching, sustained professional engagement, and the continuous improvement of educational practices worldwide. The findings are broadly applicable to educators, policymakers, and researchers interested in strengthening support systems for special education professionals.

This study highlights the universal significance of long-term professional experience in special education, emphasizing the essential role of personal and professional competencies in sustaining career longevity and effectiveness. Based on insights from specialists with 50–60 years of experience, key findings reveal: 1. The Synergy of Personal and Professional Competencies • Empathy, patience, and communication skills are fundamental for building strong relationships with children with disabilities and their families. • Professional knowledge alone is insufficient; personal qualities shape the ability to adapt, engage, and support students effectively. • Long-term specialists develop deep intuition and flexibility, allowing them to navigate complex educational and social challenges. 2. Career Longevity and Motivation • Professionals who remain in the field for decades attribute their career sustainability to ongoing personal and intellectual growth. • Passion for the work and a sense of purpose significantly reduce burnout risks. • Continuous learning, mentorship, and knowledge-sharing contribute to maintaining motivation and professional relevance. 3. The Role of Mentorship and Knowledge Transfer • Experienced specialists emphasize the importance of mentorship in shaping future generations of educators and special education professionals. • Knowledge transfer is not just about technical skills—it includes sharing values, attitudes, and strategies for resilience. • Structured mentorship programs based on the experiences of long-term professionals can improve training systems and professional development. 4. Universal Lessons for Special Education • Despite differences in educational systems and policies, the fundamental principles of effective special education remain consistent worldwide. • Best practices developed over decades can serve as a foundation for improving teacher preparation and professional support in diverse settings. By integrating these findings into educational training programs and policy frameworks, the expertise of long-term professionals can guide sustainable improvements in special education, benefiting both current practitioners and future educators.

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