Formation of inclusive competence of future special teachers

Abstract

The spread of modern trends in the global development, the increase in the competitiveness of countries in the international arena in various fields, integration into various communities in the world, all this causes structural changes in the field of education in the current situation, which, in turn, is one of the main factors of the social development. In this paper, inclusive education is determined as a paradigm for modern education development characterized by a relevant global brand, as it promotes equally accessible education provision, regardless of health limitations, special educational needs, and personal barriers. Every day this issue is becoming increasingly popular, since it is extremely important for every society. However, the process of acquiring special skills remains important for teachers, as they must adapt to such educational programs, moreover, be sufficiently prepared for inclusive education with immediate positive results. The purpose of research is to analyze the main differences between the traditional educational and the inclusive education process; to specify the necessary requirements for the educators’ qualifications; new methods and innovations that teachers can easily master and successfully use in the future, development of socio-pedagogical work with young people with special needs, monitoring the connection of building educators’ inclusive competence. To carry out this research, scientific methods were widely used among scientists, including: functional-methodical, formalization method, logical, dialectical, comparative analysis, as well as the method of literature analyses. The result of the research is to separate the theoretical and practical bases for building educators’ inclusive competence. The paper is aimed at the development and integration of inclusive education into the daily social life, a mechanism for effective provision of the inclusive learning process to achieve high results