Prerequisites for the Formation of the Readiness of Future Teachers to Work in an Inclusive Educational Environment
The article examines the prerequisites for the formation of the readiness of future teachers to work in an inclusive educational environment. The research is based on the hypothesis that future teachers express their attitude to inclusive education through the prism of their existing socio-pedagogical experience. The purpose of the article is to identify the prerequisites for the formation of the readiness of future teachers to work in an inclusive educational environment based on existing socio-pedagogical experience. Methodology and methods of research. The article presents the results of two studies conducted in the spring of 2018 and in the spring of 2022 in order to identify the attitude of future and current teachers to inclusive learning. The study was conducted by the method of questioning randomly selected groups of future teachers, teachers of secondary schools, teachers of institutions of secondary vocational education and university teachers and allowed to identify the attitude of respondents to inclusive education. The conclusion concludes that it is necessary to purposefully systematically train teachers to work with children with special educational needs and opportunities. Such training can be carried out as part of the study of specialized academic disciplines, involvement in social design, which contributes to the development of future teachers to develop the competencies necessary for successful professional activity.