Effect of the Development of Didactic and Practical Skills in Future Special Education Teachers on Their Professional Readiness for Work in an Inclusive Educational Environment

Abstract

A major part of solving difficult problems in inclusive education is played by the teacher. They shape the educational and upbringing process and systematize and specify the content of educational material for the successful acquisition of the necessary knowledge and skills by students. Thus, they create opportunities for the personal development of each child. The purpose of the study is to determine the effect of the didactic and practical skills of future special education teacher diagnosticians on their professional readiness for work in an inclusive educational environment. The study involves 143 students training in special education. For research work, the authors develop tasks to test the level of professional readiness of future special teachers. The research allows determining requirements for the training of special education teachers for work in an inclusive educational environment. Analysis of the obtained results suggests the need for further development of the didactic knowledge and practical abilities and skills of special education teachers for work in an inclusive educational environment.