Progressive Steps and Experience of Ukraine on the Way to Inclusion
With the adoption of new laws, inclusive education only begins to gain momentum. And in view of updating the contents of the key professional competences of the teacher, the domestic system of training pedagogical staff faced the problem of restructuring the structure of professional competence. Modern higher education prepares a competent, competitive specialist in the field of inclusive and special education, capable of carrying out diagnostic, correctional and educational, advisory, research and educational activities in educational, health and social protection institutions. The article deals with the features of the content and organization of the education system in the conditions of joint education of children with special educational needs and children with ormative development. Legislative basis of inclusive education is determined, providing equal access to education for all children without exception. Activities and activities of the Ministry of Education and Science of Ukraine to support the full implementation of inclusive education are outlined. The directions of practical and educational activity of institutions of higher education on the specialty 016 «Special Education» and the current state of professional training of future teachers of elementary school for work in conditions of inclusion are investigated. As a result, despite positive moments, a number of negative features are identified, in particular: a large amount of classroom studies of the theoretical direction; insufficient use of active learning methods; insufficient level of organization and methodological support of independent work, research and project activity of students, etc. In the period of educational reforms and the introduction of inclusive education, it is not necessary to reject the ideas and achievements of the great humanist Sukhomlinsky in the preparation of future teachers. It is necessary to look for answers to topical issues in his creative works, where the great experience of practical and research activity lies. It is advisable to study and take into account the experience of other countries, especially their neighbors, who have been ahead of Ukraine in development. This will allow to optimize the training system of highly skilled specialists and, in general, will facilitate the introduction of inclusive education in Ukraine.