Organizational, pedagogical and technological conditions for the training of teachers for Inclusive Education

Abstract

The article defines modern trends in professional training of teachers, caused by the processes of development of inclusive education of children in Ukraine. The essence and structure of teachers' readiness for inclusive education of children are revealed. To identify the structural and dynamic characteristics of the process of formation of teachers' readiness for inclusive education of children in the system of advanced training. The technology of formation of teacher's readiness for inclusive education of children in the system of advanced training has been developed and tested. The organizational and pedagogical conditions of productivity of formation of teachers' readiness for inclusive education of children in the system of advanced training are substantiated. The essence and structure of teachers' readiness for inclusive education of children are revealed taking into account modern trends in professional training of teachers; structural and dynamic characteristics of the process of forming teachers' readiness for inclusive education of children in the system of advanced training are identified. Mechanisms for accumulating personal and professional experience of teachers for the successful implementation of joint education, upbringing and development of children with different educational needs (actualization, differentiation, integration and individualization) are identified and adapted, determining the stages of the experimental technology for forming teachers' readiness for inclusive education of children.