The Problem of Preparation of Future Specialists of Pedagogical Specialties to Work in Conditions of Inclusion

Abstract

The article deals with the peculiarities of preparation of future specialists of pedagogical specialties to work in the conditions of inclusion and the problems that arise in this case. Based on the analysis of scientific sources, it was found that the most common shortcomings in the process of implementation of inclusive education include the lack of training of professionals to engage in professional activities in an inclusive educational environment, the lack of highly qualified specialists who are able to provide training in psycho-inclusion, as well as teachers' unwillingness to work with children with special needs. The foreign experience of introduction of inclusion and directions of improvement of secondary education are analyzed. Foreign scholars see the main problem of inclusion as increasing the psycho-emotional burden on the teacher and, as a consequence, his early professional burnout. Both domestic and foreign researchers see the solution of the outlined problems in forming the teacher's professional readiness to work with children with special needs during the professional training stage. Accordingly, it was concluded that it is necessary to improve the process of professional training of future employees of pedagogical specialties in the direction of forming readiness to work in the conditions of inclusion. Studies in this area were also analyzed, their advantages and disadvantages identified. Prospects for further research are the development of an organizational and structural model and appropriate methodological support for the formation of the readiness of future specialists of pedagogical specialties to work with children with disabilities.