Abstract
The article reveals the peculiarities of acquiring ethical thinking, deep theoretical knowledge and practical skills of behavior of future teachers in the field of inclusive education. In the course of developing a number of scientific views, it was found that the importance of ethics in inclusive education has been studied by many scholars, but to date there is nocomprehensive review in this area. The author defines the professional and ethical training of the future specialist as a purposeful and managed process that begins in the school and continues in the process of further work. It is established that the level of professional ethics of futureprofessionals largely depends on: motives, his worldview, professional orientation, moral qualities, knowledge of human psychology, pedagogy, ability to organically combine these aspects of a single process in an inclusive space. The main ethical principles of cooperation in an inclusive environment are defined: the principle of humanism, the principle of combining respect for the individual with reasonable demands on him, the principle of naturalness, the principle of democratization, the principle of reliance on the positive, the principle of subjectsubject interaction, the principle of individual approach. A number of important moral andethical qualities of the future teacher of an inclusive educational institution are highlighted: humanity and respect for the student's personality, empathy, tolerance, mercy, pedagogical optimism, psychological and pedagogical competence and developed pedagogical thinking,culture of professional behavior.
Published Version
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