DEVELOPMENT OF INCLUSIVE READINESS OF FUTURE DEFECTOLOGISTS BASED ON THE FORMATION OF THEIR COMPREHENSIVE COMPETENCIES

Abstract

This article examines the current stage of reform in general secondary education in our country, which is closely linked to transformations in the social and economic spheres aimed at achieving greater autonomy in choosing the strategic direction for preparing future defectologists for inclusive education—both at the institutional level and for individual educators—in order to ensure continuous professional development.

Pedagogical scholars and researchers identify and substantiate the structural components of readiness of future social science teachers to carry out activities in inclusive education. They emphasize the structural and semantic framework of professional training of future teachers in inclusive education, which includes personal-semantic components (internal and external relationships, motivational values, and the ability to work in inclusive settings), as well as cognitive components, encompassing the development of specialized methodological, theoretical, practical, and professional knowledge, along with skills in applying methods, techniques, and technologies.

There is an increasing need to improve educational technologies that support the continuous professional development of future defectologists, to refine the essence and content of educational technologies used in extracurricular activities, and to develop effective methods for preparing future defectologists for inclusive education.

Keywords

Inclusive education, medical, pedagogical, psychological, adaptation, integration, physical integration, functional integration, social integration.