ANALYSIS OF THE PROBLEM OF FORMATION OF INCLUSIVE COMPETENCES IN FUTURE TEACHERS OF PRE-SCHOOL EDUCATION INSTITUTIONS

Abstract

The article is devoted to the topical problem of the peculiarities of the development of inclusive competencies in future educators to work with children with special educational needs in the context of inclusive preschool education. In particular, it emphasizes the importance of professional training of educators in working with children with special educational needs; the relationship between the success of the implementation of inclusive education and the quality of training of future teachers to work in inclusive groups; the analysis of the literature sources and normativelegal documents concerning the posed problem is carried out; the important role of educators in the team of psychological and pedagogical support of a child with special educational needs is determined. The essence of training of higher education student is described, specifically: familiarization with psychophysical features of children with special educational needs and taking them into account in the process of education; understanding the impact of psychophysical disorders and clinical diagnosis on behavior, communication; awareness of special methods, techniques, available technical and didactic teaching aids; proficiency at the peculiarities of evaluation criteria; expertise in the content and methods of implementing an individual approach to children with special educational needs; ability to implement corrective goals in the educational process; competence in working with members of the multidisciplinary team of the institution, as well as with families of children with both typical development and special educational needs. The main types of professional training of future teachers of preschool education in the conditions of inclusion are considered; the importance of psychological training in applicants for higher education Specialty 012 Preschool education to work with children with special educational needs is emphasized; the structure of readiness for work in the conditions of inclusive education is indicated and analyzed, and the stages of development of inclusive competence in future specialists are determined; the requirements for the development of such professional competencies in the educator are considered. According to the outcomes of the work, the results are conducted, conclusions are drawn, perspective directions of research are determined.