graduate student
Branch of "Dubna University" Dmitrov Institute of Continuing Education
Russian Federation
Abstract. With the spread of inclusive education, new demands are placed on teachers, including their readiness to teach, educate, and assist in the development of children with special educational needs. Scientists recognize the need to make changes in the training of teachers in order to develop their readiness to teach children with disabilities. The study presents an analysis of modern research on this issue using methods of analysis, systematization, and comparison of modern approaches to teacher training for inclusive education of children with disabilities. The study reveals scholars’ understanding of the term “readiness for inclusive education of children with disabilities” and a list of professional and personal qualities, value-semantic guidelines, and professional competencies that an inclusive education teacher should have. Scientific approaches to the training of such a specialist (competency-based, integrated) and proposed forms of education are critically analyzed, and issues of content and new technologies used in preparing a teacher for this type of professional are considered. The study reveals the shortcomings of the current situation in the preparation for inclusive education of children with disabilities, the authors' views on changing the form of such training are offered. As a result of the analysis the prospects for further research in the field of teacher training for inclusive education of children with disabilities are highlighted.
teacher education, inclusive education, teacher training, teaching children with special educational needs
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