THE PROBLEM OF METHODOLOGICAL READINESS OF A FOREIGN LANGUAGE TEACHER FOR TEACHING PUPILS IN CONDITIONS OF INCLUSIVE PRACTICES

The article presents one of the most important problems of modern professional and methodo-logical preparation namely training of a future teacher to teach the language and culture to schoolchildren with special educational needs. The structure of the teacher’s methodological readiness to interact with atypical schoolchildren is revealed. The article points out the place of inclusive education in the system of foreign language education. The emphasis is placed on the fact that the methodological readiness of the teacher contains specialized skills, which are a set of practical educational actions based on the awareness of the goal of communicative approach in teaching language and culture, patterns, particular methodological principles of organizing a lesson, conditions, means, forms and methods of organizing the stages of familiarization, training and introduction of language material into speech activity, taking into account the characteristics of an atypical student. The article highlights the methodological tasks that the teacher solves during a foreign language lesson, the essential characteristic of the personality of a foreign language teacher as a key subject in an inclusive educational field. The authors make a conclusion that the specialized skills are based on a system of certain linguistic and linguodidactic knowledge that a teacher needs to master in order to carry out their professional activities. Based on the established methodological readiness, a foreign language teacher is able to design an educational process for students with impaired and normal development in conditions of inclusion, its didactic content; use various methods of pedagogical interaction between all subjects of the correctional and educational process; organize joint and individual activities with children with various types of impaired development; the ability to determine the needs and capabilities of each child in the educational program and strategies for accompanying him.