COMPETENCE-ORIENTED TRAINING OF FUTURE PRESCHOOL EDUCATORS AS A COMPONENT OF THE SUCCESSFUL IMPLEMENTATION OF INCLUSIVE EDUCATION

Анотація

The article highlights the problem of training future educators of preschool education institutions for the implementation of inclusive education. The analysis of the Professional Training Standard of specialty 012 "Preschool Education" and the corresponding educational and professional program was carried out. The key professional competencies necessary for future educators to ensure high-quality educational process for preschool children with special educational needs were determined. A problem was identified in the insufficient development of the content load of the educational and professional training program for educators regarding the implementation of inclusive education in Ukraine: to this category belong only three courses from the general curriculum and one from the list of selective courses. Taking into account the components of inclusive education, the author highlighted the specifics of competence-oriented training of future educators of preschool education institutions as an end-to-end component of the successful implementation of inclusive education: awareness of the general philosophy of inclusive education; study of the legal and methodological framework for inclusive education in Ukraine; formation of the ability to ensure the psycho-emotional comfort of children during adaptation and throughout their education in a preschool education institution; deepening theoretical and practical experience by conducting seminars, trainings, conferences, master classes, etc.; formation of skills for self-education and self-improvement; immersion in an inclusive educational environment during internship; gaining experience in implementing a barrier-free educational environment; formation of skills to create an individual development program for a child with special educational needs in accordance with various types and degrees of health isuues, interests and opportunities; cooperation with psychologists, parents to achieve a common goal; integration of traditional and remedial education; mastering the variety of ways of monitoring the progress of each child with special educational needs; mastering the skills of providing "equal mentoring". This scientific study only partially solves the problem of inclusive education in the country as a whole, and in preschool education institutions in particular.

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