PROFESSIONAL TRAINING OF FUTURE PRIMARY SCHOOL TEACHERS TO WORK IN AN INCLUSIVE ENVIRONMENT

Abstract

The purpose of the article is to consider the professional training of future primary school teachers to work in an inclusive environment, to characterise certain aspects of the content of the educational components of the professional training cycle aimed at forming the readiness and ability of future primary school teachers to work in an inclusive educational space. The methodology of the study is based on the integration of methodological approaches: dialectical unity of theory and practice; systemic, synergistic, axiological, competence, activity, personalityoriented, inclusive, as a conceptual basis for the professional training of future primary school teachers to work in inclusive conditions. The scientific novelty lies in the characterisation of certain aspects of the content of the educational components of the professional training cycle aimed at forming future primary school teachers’ readiness and ability to work in an inclusive educational space. Conclusions. Modern professional training involves mastering by future primary school teachers the basic theoretical, methodological, regulatory, organisational and methodological components of the implementation of the inclusive paradigm in Ukraine. In particular, with the current legislation that ensures the implementation of the original concept of inclusion; principles that guide all participants in the educational process; technological complexes designed to unite the activities of many Ukrainian specialists with common practical tools; specifics of the practical implementation of education and social integration of students with special educational needs in inclusive classes, as well as the peculiarities of organising a system of pedagogical support for students with special educational needs. Special educational components include the formation of awareness of the content and role of adaptation and modification processes; familiarisation with the content of didactic and methodological support for the activities of a teacher's assistant in the acquisition of programme material by students with special educational needs; formation of readiness to use information and communication technologies to support inclusive education in their own experience, the introduction of a correctional and developmental component; formation of a conscious strategy for effective communication between the teacher and the target group.