PROFESSIONAL READINESS OF FUTURE PRIMARY SCHOOL TEACHERS TO THE WORK IN THE INCLUSIVE EDUCATION

Abstract

In modern terms, the inclusion has become a priority in the educational policy of our state. It is noted that effective and successful organization of the educational process in the conditions of inclusive education is possible only under the condition of special systematic professional and pedagogical training of future teachers with children with special educational needs. The aim of the article is to substantiate and analyze the theoretical aspects of professional readiness of future primary school teachers in the inclusive education within a higher education institution. Research methods: analysis, synthesis, generalization of theoretical aspects of professional readiness of future primary school teachers in the conditions of inclusive education within the institution of higher education. The updated conditions for the functioning of general secondary education lead to the updating the system of teacher training, the restructuring, the special training of teachers in higher education: changes in content (taking into account changes in society), goals and objectives of professional activities of primary school teachers; the formation of pedagogical competence; training on the principle of integrity, system and integration; taking into account the following components: psychological, methodological, scientific-theoretical, special, practical and methodological, as well as the components of professional and personal training of future teachers to work in the inclusive education. The final result of professional training is the formation of pedagogical competence, which will ensure the readiness and ability of the individual to carry out the inclusive education of primary school students in general secondary educational institution.