IMPLEMENTATION OF PROJECT ACTIVITIES AS THE PRIORITY OF PROVIDING CONTINUING EDUCATION

Abstract

The practical aspects of project activities are analyzed. The main paradigms of the organization of the psychological-pedagogical process of project activities were analyzed, which made it possible to identify the principle positions of it in the fied of inclusion education. The attention is focused on the importance and necessity of studying and providing the best practices of foreign countries in the context of higher education. The key parameters are determined and the pedagogical conditions for the construction of the system of professional training of specialists in the fied of inclusion education are characterized.