THEORETICAL AND PRACTICAL ASPECTS OF TEACHERS’ READINESS TO PREVENT AND OVERCOME DYSLEXIA AND DYSGRAPHIA IN AN INCLUSIVE EDUCATIONAL ENVIRONMENT

Abstract

The purpose of the article is to reveal theoretical and practical ways to ensure the readiness of teachers for the prevention of dyslexia and dysgraphia. The main postulate of the article is that teachers need not only to correct this deviation, but also to introduce the child into the world of relationships, which is subjectivity in the system of an inclusive educational environment.