Kalynovska I. Would-be Practical Psychologists’ Training to Work at Inclusive Education with the Pupils of Secondary General Educational Establishments.

The thesis describes the results of theoretical classification and practical decision task of would-be practical psychologists training to work at inclusive education with the pupils of secondary general educational establishments. The significance of the problem has been proved; the level of its development has been analyzed. The following notions have been specified: „would-be practical psychologistsʼ readiness to work at inclusive education with the pupils of secondary general educational establishments”, „would-be practical psychologists’ training to work at inclusive education with the pupils of secondary general educational establishments” etc. Would-be practical psychologists’ training to work at inclusive education with the pupils of secondary general educational establishments is identified as a process of education special organization at high pedagogical educational establishments and the educational process of the stated specialists. The education is held in order to obtain inclusive competence as a readiness and ability to use the appropriate knowledge, abilities and skills, experience, personal and professional qualities; they are important for taking optimal and constructive decisions in professional situations of psychological support of students with special/normal educational needs while studying and cooperating with all participants of educational process. Components, criteria, indexes and levels of would-be practical psychologists’ readiness to work at inclusive education with the pupils of secondary general educational establishments have been specified: valuative and motivated (criteria: conscious comprehension, tolerant and responsible attitude and active aspiration), cognitive (criteria: general knowledge and technological knowledge) and operative and activity-based (criteria: diagnostic, preventive, corrective and educational, consultation and educational and cooperative activity). The three types of would-be psychologists’ readiness to work at inclusive education with the pupils of secondary general educational establishments have been described: primary, sufficient and high.