INCLUSIVE EDUCATION IN THE CONTEXT OF MODERN TEACHER TRAINING: THEORETICAL AND METHODOLOGICAL ASPECTS

Abstract

Introduction. In the current context of educational development, inclusive education is identified as one of the priority areas of educational system reform, aimed at ensuring every child’s right to access quality education regardless of individual characteristics. The preparation of teaching staff for work in an inclusive environment is actualized by the need to transform the educational process in accordance with the principles of equality, recognition of diversity, and individualized learning.The purpose of the study is to conduct a theoretical and methodological analysis of inclusive education in the contextof professional teacher training, to identify the main approaches to the formation of inclusive competence, and to outline directions for improving teacher education.Scientific novelty. The article presents a comprehensive analysis of inclusive education as a factor influencing the paradigm shift in professional pedagogical activity. The necessity of integrating special and general pedagogical training, developing emotional resilience, promoting attitudes towards diversity, and fostering continuous professional development is substantiated. The significance of universal design for learning, the formation of an inclusive culture in the student environment, and the development of team interaction in educational activities are highlighted. The modern inclusive education teacher is defined as a specialist who combines professional knowledge, humanistic values, and readiness to work in interdisciplinary teams.Conclusions. Inclusive education in teacher training is viewed as a phenomenon that integrates humanistic values, content modernization, and the implementation of innovative approaches to the organization of the educational process.Its realization is based on the principles of equality, recognition of diversity, and the right of every child to study in a common environment. Effective teacher training requires a revision of educational paradigms, the development of inclusive competence, skills in differentiated instruction, emotional resilience, and teamwork capabilities. Despite positive dynamics in Ukraine, issues related to resource provision, professional readiness of teachers, and the sustainability of inclusive practices remain relevant. Prospective areas for further research include improving models of professional teacher training, developing technologies of universal design for learning, and enhancing the effectiveness of interagency cooperation in the educational process.