MODELING OF TEACHERS’ TRAINING IN ADDITIONAL PROFESSIONAL EDUCATION FOR INCLUSIVE EDUCATION OF CHILDREN

Abstract

The inclusion of children with disabilities in the educational process of general education organizations is a new approach for Russian education. An important factor that affects the effectiveness of inclusive education for children with special educational needs is the preparation of teachers for professional activities in these conditions. The article reflects the problem of modeling the training of teachers in additional professional education for inclusive education of children with disabilities. Special attention is paid to the designation of professional competencies of teachers who work with children with various types of violations. These competencies have become the basis for determining the goals, objectives and specifics of the content of teacher training. The author offers a model of training teachers for inclusive education, which reflects the main components – the goal, methodological approaches, principles, components of the model (diagnostic, content, technological, creative), organizational and pedagogical conditions, motivational and personal, cognitive and socio – legal components of teachers’ readiness.