PREPARATION OF FUTURE TEACHERS OF PRIMARY GRADES FOR THE IMPLEMENTATION OF THE CORRECTIVE AND DEVELOPMENTAL COMPONENT INCLUSIVE EDUCATION

Abstract

The article characterizes the main directions of training future primary school teachers for the implementation of the corrective and developmental component: general training, within the scope of mastering the educational components of the cycle of professional training, which involve the assimilation and acceptance of one’s own value orientations, the formation of a professional position and awareness of the content of the main concepts of inclusion during study educational component: “Inclusive education”; psychological and pedagogical training, within the scope of mastering the educational components of the cycle of professional training: “Organizational principles of activity of a teacher’s assistant in an inclusive class”, “Basics of path psychology and psychological support of children with special needs”; subject training within the framework of mastering the competences of the implementation of the corrective and developmental component during the study of topics of educational components from the cycle of professional training, namely: “Planning the work of a teacher’s assistant”; “Essence of processes of adaptations and modifications”; “Didactic and methodical support of the activity of a teacher’s assistant for the assimilation of program material by students with special educational needs”; “Algorithm of activity of a teacher’s assistant: assimilation of knowledge of educational fields by children with special educational needs”; “Differentiation of the process of evaluation of educational results”; “Teaching strategies in classes with an inclusive form of education”; “Implementation of the corrective and developmental component of inclusive education”. The main aspects that are taken into account when planning the educational process and accompanying elementary school teachers in their own practice for the implementation of the corrective and developmental component are formulated: taking into account recommendations regarding the use of medical, psychological, pedagogical methods, techniques, work tools; development of personal moral qualities in schoolchildren of the class and a child receiving special support; building a communication strategy and a favorable environment in accordance with the requirements of the educational institution; formation of educational and cognitive motivations through internalization; development and improvement of already formed psychophysiological functions, which are of primary importance for the organization of educational activities; broadening the horizons, forming the ability to speak, write, and alternative speech of younger schoolchildren to a level that will enable them to actively participate in the educational process, work with didactic material, and communicate with participants in the educational process; overcoming intellectual, educational, personal passivity in the educational process, etc.