THE READINESS OF SPECIAL EDUCATION TEACHERS AS THE MAIN FACTOR OF THE SUCCESS OF THE INCLUSIVE EDUCATION

Abstract

The article discusses the issues of modernizing the training special education teachers to work within inclusive education environment. The widespread of inclusive education has necessitated the reorientation of traditional defect-oriented training for upcoming professional activities in general education kindergartens and schools as the main specialist organizing psychological and pedagogical support for children with disabilities and responsible for their integration into the environment of typically developing peers. The authors analyze foreign and domestic scientific approaches determining the professional competence of a special education teacher to work within inclusive education environment. The authors prove the need to improve the competencies of special education teachers in inclusive educational process. The development of inclusive professional and personal competencies among teachers largely depends on the success of including children with special educational needs in the general educational process. Based on the conducted empirical research, some pedagogical recommendations have been developed and proposed to modernize the training of special education teachers to work within inclusive education environment. The above-mentioned transformations naturally led to a change in the requirements for teachers responsible for organizing, coordinating and for the success of inclusive education.