PRACTICAL TRAINING OF FUTURE TEACHERS TO WORK WITH CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

Karpechenko Alexandra Sergeevna, Nechayeva Olga Alekseyevna, Korzhueva Elena Vasilyevna

The article presents an overview of the concepts of "inclusive education" and "a child with special educational needs". The key structural components of the professional readiness of future teachers for inclusive education of children (personal-semantic, cognitive and technological components) are defined. The pedagogical conditions are structured, the implementation of which will most successfully form the readiness of teachers for inclusive practice with children with special educational needs. The tasks that future teachers perform in order to obtain the necessary knowledge, develop the skills and acquire the abilities necessary for interaction with children with special educational needs and change the attitude towards students who are different from their peers are revealed.

Keywords:inclusive education; child with special educational needs; professional readiness; pedagogical conditions; pedagogical training