Професійна підготовка майбутнього вчителя до роботи з дітьми з особливими освітніми потребами

Abstract

The article is devoted to the study of theoretical and practical aspects of the organization of future teachers professional training to work with children with special educational needs. It is noted that the professional training of specialists in this context is studied by various specialists: psychologists and teachers, physicians and sociologists, demographers and philosophers. It is shown that children with special educational needs require an individual approach in the organization of inclusive education in general secondary education, which provides a special organization of the educational process in higher education in the context of training future professionals. Attention is focused on the problems of professional training of future primary school teachers: insufficient development of theoretical approaches to ensure the system of professional training; imperfect professional training of primary school teachers to work in inclusive education; insufficient level of competence of research and teaching staff in higher education; lack of systematic vision of the problem of inclusion and ways to solve it in different educational structures, etc. It is stated that professional training requires the mandatory formation of the readiness of future teachers to work in inclusive education. Recommendations for the formation of professional readiness are characterized, in particular: to ensure full access of higher education seekers and teachers-practitioners to innovative tools of pedagogical activity; to develop and implement educational courses of prolonged action; to involve applicants for higher pedagogical education and teachers-practitioners in conducting research on the search for and development of effective technologies and methods in the context of inclusive education; develop clear action programs for the professional development of primary school teachers, etc. Keywords: professional training; children with special educational needs; future teachers; inclusive education, professional readiness.