Formation of inclusive competence of future teachers of primary grades in the pedagogical professional college
Abstract
The article deals with analysis of the theoretical principles of future primary school teacher’s training for professional activity in the conditions of inclusive education. It has been considered that the urgent need of educational institutions for assistant teachers and pedagogues, who at a high level possess methods and means of working with children with special educational needs.
It has been noted that the training of a specialist in primary education is a complex, multifaceted and multifunctional activity, which consists of the following complementary and interdependent parts: general education training, special professional training (psychological-pedagogical training, methodical training and pedagogical practice) and personal training (professional self-development and self-improvement).
It has been paid considerable attention to the conditions for the successful implementation of the ideas of inclusive education in the special professional training of future primary school teachers at Ahatanhel Krymskyi Volodymyr Pedagogical Applied College. Such as: the introduction of the educational discipline «Fundamentals of Inclusive Pedagogy», the separation of part of the hours of educational practice into inclusive, in particular, the holding of lessons in inclusive classes and a specialized school, educational activities in the inclusive resource center and completion of an online course on organizing an inclusive educational environment «School for All».
The article analyzes in detail the purpose, tasks, structure of the new subject, the number of hours provided for its study. It has been proposed that using of problem-based lectures, group work, methods and techniques of developing critical thinking, game technologies when teaching the academic discipline, to consider tasks that are close to real life situations during practical classes.
It has been concluded that college graduates become competitive in the labor market, ready for professional activity in the conditions of inclusive education.
