PROBLEMS OF PREPARATION OF FUTURE TEACHERS FOR WORK IN THE CONDITIONS OF INCLUSIVE EDUCATIONAL ENVIRONMENT

Abstract

Abstract. The article analyzes the problems that arise in the process of preparing future educators for work in an inclusive educational environment. In particular, the main forms of training for people with special educational needs (special education, mainstreaming, integration, inclusion) are considered. It is stated that at the present stage the role and necessity of the introduction of inclusive education is not objectionable. However, modern Ukrainian so-ciety is not always ready to reject prejudices and stereotypes about people with disabilities. The forces of education can and should be influenced by the for-mation of a tolerant attitude towards people with special educational needs in society, and the teacher plays a significant role in this process. In view of this, the professional training of modern teachers should be improved, mainly in the area of preparedness for work in an inclusive educational environment. Such training should be focused on the formation of professional, pe-dagogical and psychological readiness of specialists, which will ensure, on the one hand, the acquisition of the necessary professional competences by future educators, and, on the other hand, motivational readiness for work in an inclusive educational environment. The article analyzes the content of the disciplines «Fundamentals of inclusive education» and «Fundamentals of correctional pedagogy», which are offered to students of the Drohobych Ivan Franko State Pedagogical University in order to form the competencies nece-ssary for work in an inclusive educational environment. It is established that they can not provide a holistic view of work in the conditions of an inclusive educational environment. In view of this, a number of ways to improve the professional readiness of future teachers to work in the conditions of inclu-sion is proposed: an introduction to the content of a large number of educa-tional disciplines of information that would enable students to form a perso-nal attitude to inclusion, filling of the content of methodological disciplines, so that future teachers could get acquainted with methods of working with children with special educational needs at lessons, engagement of student youth to volunteering activities in rehabilitation centers and social services, which will provide a better understanding of the features of people with disa-bilities, their perception and acceptance. Such comprehensive acquaintance of students with the peculiarities of people with special educational needs will enable them to develop the ability to choose the best ways to organize inclusive education, apply different methods of pedagogical interaction bet-ween subjects of the educational process, create an environment for correc-tion and development in the conditions of inclusive educational space, as well as the need for self-education on issues of joint education of children with disabilities and their healthy peers.