IMPROVEMENT OF PEDAGOGICAL PROFESSIONALS’ TRAINING FOR WORKING IN CONDITIONS OF INCLUSIVE EDUCATION

Abstract

The article investigates methodological foundations of pedagogical specialists’ preparation for working in conditions of inclusive education. It has been emphasized that inclusive education is phenomenologically connected with the development of an inclusive society, which testifies to its development stages: exclusion, segregation, integration, inclusion. The humanistic principles of inclusive education have been determined. It has been noted that its values and principles are based on the recognition of each subject’s importance in the educational process.
The main factors influencing teachers training and retraining to work in an inclusive education have been identified. The main reasons for teachers’ unwillingness to provide children with special educational needs with quality inclusive education have been outlined. It has been found that training teachers to work in an inclusive education should be carried out at all levels: from higher educational system to advanced training system of experienced practitioners.
It has been noted that in Ukraine the search for strategic directions of professional teachers training to work with children with special educational needs in inclusive education has intensified. Emphasis has been placed on prospective tasks of teachers training for educational inclusion, the solution of which should be left to pedagogical institutions of higher education. It has been proved that there is an urgent need to improve the training content for pedagogical specialists in the field of inclusive education. Perspective ways of improving the training system of pedagogical specialists of preschool general secondary education institutions to work in the conditions of educational inclusion have been outlined. The improvement ways include the introduction of new specializations, filling curricula with disciplines of inclusive orientation, adding inclusive-oriented content modules in general training courses and methods of professional disciplines of pedagogical specialties.

Key words: inclusive education, inclusive training, children with special educational needs, methodological principles, improving pedagogical specialists’ training.