TRENDS IN THE EDUCATION OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN UKRAINE: INCLUSIVE COMPETENCE OF TEACHERS

Abstract

The article substantiates the peculiarities of the introduction of inclusive education in secondary schools of Ukraine and the dependence of the result of implementation on the training of future teachers. The organizational-pedagogical conditions for the creation of an inclusive educational environment in a general educational institution and the peculiarities of the professional training of future teachers for the inclusive education of children with special educational needs at the present stage of education development in Ukraine are analyses. The structure of psychological and pedagogical readiness of teachers for work in the system of inclusive education, which is described through a combination of motivational, personal, emotional-volitional and cognitive components, is outlined. In our opinion, the problem of formation of inclusive competence of future teachers becomes a part of their professional competence. The methodological and diagnostic approach to the formation of psychological and pedagogical inclusive competence of future teachers is substantiated, which will allow us to determine the levels of readiness and means of forming the identified competence of future teachers of elementary school.