INCLUSIVE CULTURE OF THE FUTURE TEACHER-DEFECTOLOGIST AS A FACTOR IN THE DEVELOPMENT OF INCLUSIVE EDUCATION IN RUSSIA

Abstract

The effectiveness of implementing the ideas of inclusion in the educational space of Russia is directly dependent on the qualifications of personnel working at different levels of the educational system, which requires changes to the existing process of training future teachers at the stage of their professional education. The article presents an analysis of the state of the problem of forming an inclusive culture of future teachers-defectologists, considers the main concepts of this phenomenon, and also analyzes possible solutions. The authors conclude that with timely regulatory, psychological, and methodological training of teachers for inclusive education, the effectiveness of teaching children with developmental disabilities will increase, and, consequently, it will be possible to adapt the children to the external environment, to society using the resources of an open educational space.