DEVELOPMENT OF INCLUSIVE READINESS BASED ON THE FORMATION OF COMPLEX COMPETENCIES OF FUTURE DEFECTOLOGISTS

Abstract

in the article, the modern stage of reforming general secondary education in our country is closely related to the changes that are being carried out in the social and economic spheres, and when choosing a strategic vector for preparing future defectologists for inclusive education, it is aimed at achieving greater independence for both an educational institution and a teacher - for the purpose of continuous professional development. Pedagogical scientists and researchers identify and substantiate the structural-structural components of the readiness of future teachers of Social Sciences to carry out activities in inclusive education, develop personal-semantic, that is, internal and external relations, motivational values and the ability to work in inclusive education, as well as cognitive, that is, a system of special methodological, theoretical, practical and professional knowledge, methods, techniques, The need for the development of educational technologies for the continuous professional development of future defectologists, the development of technology for improving the essence and content of educational technologies in their activities outside the audience, the preparation of future defectologists for inclusive education is presented.

Keywords

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