PREPARING FUTURE TEACHERS FOR PSIHOLOGO-PEDAGOGICAL SOPROVOZHDENYY PRIMARY SCHOOL CHILDREN IN CONDITIONS OF INCLUSIVE EDUCATION
The article presents the experience of the state educational institution «Novokuznetsk Institute-branch of Kemerovo state University» in developing the structure and content of educational practice for bachelors studying in the field of training 44.03.01 Pedagogical, training profile «Primary education». Special attention is paid to formation of competence of future teachers to provide psychological and pedagogical support of Junior schoolchildren with learning difficulties and development in the conditions of realization of Federal educational standards for primary level education. Within the passage of the educational practice, students learn universal (UK) and professional (CPA) competence, which developed the content of this practice includes three stages: motivational-preparatory (pre-training); music production (internship in educational organizations); the reflexive-analytical (summarizing practice). Children with special educational needs need psychological and pedagogical support, taking into account their psychological, personal, and physiological capabilities and characteristics. The purpose of psychological and pedagogical support is to create conditions for personal development, school adaptation and socialization of children with special educational needs. The content of educational practice involves mastering a complex of various diagnostic, correctional and developmental, preventive, organizational and educational technologies implemented by a primary school teacher in an inclusive education.