Abstract
It is confirmed that the efficiency of an inclusive educational environment functioning is ensured by the presence of diversified psychological and pedagogical professionals and their proficient cooperation. The training of these professionals is of top priority while developing inclusive education in Ukraine. The results obtained during the pedagogical experiment convincingly prove that the author’s developed and tested methods and teaching and methodological materials allow directing the educational process to the training of future diversified psycho-pedagogical professionals to work in the conditions of the inclusive educational environment. During the formative stage of the pedagogical experiment, research and experimental work were carried out to check the effectiveness of the specialist training system of the psycho-pedagogical field to work in the conditions of a functioning of the inclusive educational environment. In order to obtain empirical data and to ensure their validity, a questionnaire and methodology to diagnose the levels of formation of bachelors’ professional competence were developed, in the context of which the criteria and levels of formation of the investigated quality were defined, as well as the tools for its implementation were created.
 Keywords: Inclusive educational environment, a child with special educational needs, control and experimental groups, psycho-pedagogical specialist, educational trajectory.
Highlights
The national educational system reform, which is currently taking place in Ukraine, actualises the training problems of the staff who are able to work in accordance with the new methodological guidelines, which are outlined by the New Ukrainian School concept
The prominent position is taken by inclusive education (IE) which serves as an educational paradigm that is based on the worldview of social inclusion, because the equality, accessibility and quality assurance are the fundamentals imperative of its functioning
The state of modern education indicates partial introduction of humanistic, democratic and axiological bases into the educational process; that is why every form of atypicality is not considered in the education as a natural condition of coexistence of different people, and this frequently leads to social deprivation and isolation of children who according to certain criteria are different from the majority of their coevals
Summary
The national educational system reform, which is currently taking place in Ukraine, actualises the training problems of the staff who are able to work in accordance with the new methodological guidelines, which are outlined by the New Ukrainian School concept. The main idea of the concept is to lay out the formation of the professional competence of future psycho-pedagogical specialists for IE in the teacher training institutions of higher education. The solution of the outlined problem is possible on condition that there is an introduction of the curriculum for training of diversified psycho-pedagogical staff for the needs of inclusive education in the educational process. The curriculum should provide an integration of inclusively oriented educational content, aimed at the creation of a higher level of professional competence formation through methodological coordination of the pedagogical conditions of theoretical and practical training. The unity and integrity of all the system components of the staff training in the psycho-pedagogical field to work in the conditions of IEE (conceptual, target, substantial and procedural) allow to predict, define and adjust personal professionally oriented trajectory of the vocational training of every graduate during the whole period of studies
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