Формирование личных установок будущего специального педагога в реализации инклюзивного образования

Abstract

The competencies formed by future special teachers do not fully meet the requirements of the social order for the content of their professional training. In this publication, the authors pay attention to the importance of the level of professional skill of the future special teacher, who is ready to implement pedagogical activities in inclusive education and includes mastering the competencies of professional pedagogical education. The purpose of this study is to emphasize the importance of the process of forming a personal attitude to the professional activities of future special educators, which undergoes positive qualitative and quantitative changes in the context of inclusion. This is reflected in the progressive dynamics of the transition from one level to another, which ensures the productive solution of educational and professional tasks of varying complexity and content. In this paper, the authors emphasize the dependence of personal attitudes on the component structure of readiness for the implementation of inclusive education. The result of the formation of personal attitudes should be his professional readiness as a quality of personality, each component of which in the future will be increased by competence content. The formation of professional and personal attitudes is one of the results of obtaining higher pedagogical education. The formation of personal attitudes of the future special teacher is a purposeful, long-term and progressive process, provided with appropriate value and semantic content.