ПІДГОТОВКА МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВИХ КЛАСІВ ДО РОБОТИ В УМОВАХ ІНКЛЮЗИВНОГО НАВЧАННЯ

Abstract

The article deals with the principal directions of the training of future elementary school teachers for work in the context of inclusion. It has been found that inclusive education is a special system which provides education up to individual plans and systematic medical and social, psychological and pedagogical support covering a diverse contingent of students and differentiates the educational process. Today, a number of legislative acts which provide equal conditions for education of physically disabled people have been developed in Ukraine. It has been determined that in order to fulfil the main tasks of inclusive education it is necessary to intensify work on the formation of personal qualities of children who have special educational needs, which will make them valuable for the society. In particular, it’s important to develop such qualities as: patriotism, discipline, creativity, the ability to self-development and self-improvement, following a healthy lifestyle, sympathy and other. Since the aim of education in Ukraine is the full development of the human personality as the highest value of the society, special attention should be paid to the formation of such an important personal quality of elementary school students as a social and personal motivation for the preservation and promotion of their own health; the formation of tolerance in relationships with peers, the skills of the social behavior in everyday life; the development of students’ skills to cooperate in a pair, in a group, to be responsible for their duties and errands. It has been determined that the principal directions of the training of future elementary school teachers for work in the context of inclusion include using the technology of contextual education which allows forming a coherent structure of the professional activity of future teachers in the context of inclusive education with the help of the optimal combination of reproductive and active methods of teaching and the reproduction of the social context of the future activity; using the potential of the content of pedagogical disciplines for the formation of a positive motivation for inclusive education; the acquisition of knowledge about the peculiarities of development, education and upbringing of various categories of physically disabled children and the specifics of the future elementary school teachers’ professional activity in the context of inclusive education; the inclus ion of the special course “Features of work in the inclusive class” in the content of the training of future teachers, which provides for the realization of paraprofessional activities aimed at mastering the methods and experience of implementing specific professional actions in the process of inclusive education; ensuring the continuity of stages of the formation of future teachers’ inclusive competence, the development and application of the formed key competencies in the practical activity of students. Key words: inclusion, training, elementary school teacher, stages, opportunities, potential.