PEDAGOGICAL ASPECTS OF PREPARING FUTURE TEACHERS TO WORK IN INCLUSIVE EDUCATIONAL ENVIRONMENT

Abstract

The article analyzes the pedagogical aspects of preparing future teachers for professional activities in an inclusive educational environment, which is becoming increasingly important in modern education. In the context of globalization and social differentiation, the education system needs to change to ensure equal access to education for all students, regardless of their physical or mental abilities. Inclusion in education requires not only knowledge, but also the ability to adapt teaching materials, take into account the individual characteristics of students and create a favorable learning environment.

The article emphasizes the need for future teachers to develop professional competencies, including the ability to develop individualized curricula, effectively apply inclusive technologies and methods, and collaborate with parents and professionals working with children with special needs. An important aspect is the development of social and emotional skills that allow teachers to create a positive classroom atmosphere.

The article analyzes the results of studies that demonstrate the impact of teacher training on the quality of inclusive education; various training programs that exist in Ukraine and abroad, with an emphasis on their strengths and weaknesses. Particular attention is paid to the use of modern pedagogical technologies, such as blended learning, project-based learning, and other approaches that facilitate the integration of students with special needs into the general education process.

The article identifies challenges faced by teachers in inclusive classrooms, including a lack of resources, professional support, and administrative guidance. The proposed recommendations for professional development and curriculum improvement can be implemented through in-service training, workshops, seminars, and internships in educational institutions with experience in implementing inclusive practices.

Thus, the article aims not only to emphasize the importance of quality training of future teachers, but also to contribute to the formation of the theoretical foundations of inclusive education, which is an important element in the development of modern pedagogical practice.