SUBSTANTIATION OF PROSPECTS FOR THE DEVELOPMENT OF TRAINING OF PRIMARY TEACHERS TO WORK WITH INCLUSIVE DESIGN IN THE HIGHER EDUCATION SYSTEM

Abstract

The purpose of the article is to theoretically substantiate and identify promising areas for the development of the system of professional training of future primary school teachers, focused on mastering the tools of inclusive design for creating a barrier-free educational environment in the conditions of a modern higher school. The methodological basis of the work is a combination of systemic, competency-based and environmental approaches, which allow us to consider teacher training as a holistic process of forming readiness for designing an inclusive space. The theoretical basis of the study is based on the fundamental provisions of pedagogical prognostics and the concept of Universal Design in education, which determine the vectors of modernization of higher school. To substantiate the results, a complex of methods of terminological analysis, predictive modeling and synthesis of innovative experience in creating a barrier-free educational environment was used. The scientific novelty of the study lies in the theoretical substantiation of the predictive model of training future primary school teachers, which is based on the integration of the principles of inclusive design into the educational process of higher education, and in the improvement of conceptual approaches to the formation of a teacher’s professional competence, which, along with the methods of inclusive learning, includes the ability to design universal educational solutions in the physical, didactic and digital spaces of an educational institution. Conclusions. It is generalized that the predictive development of primary school teacher training requires a transition from highly specialized inclusion methods to the implementation of the concept of inclusive design as a universal standard for organizing the educational process in higher education. It is proven that the effectiveness of such training depends on the formation in future teachers of a comprehensive ability to design an adaptive educational environment that harmoniously combines architectural accessibility, didactic flexibility and digital inclusion. It was determined that the strategic perspective of the studied system is the creation of a holistic barrier-free space in higher education, where inclusive design is not only an object of study, but also a fundamental principle of interaction of all participants in the study.