Shevtsiv Z. Theory and methodology of vocational training of future teachers of elementary school for the work in the inclusive environment of a comprehensive educational institution

In this work was presented the development of education in Ukraine, as well as its legislative framework that defines the organization of inclusive education in secondary schools, that unifies conceptual apparatus to determine the timing for people with special needs, requires managers of secondary schools to create the necessary logistical and educational base, adopts appropriate teaching staff and the need for higher education institutions to train teachers in inclusive education. In the thesis is analyzed the current state of theoretical and methodological approaches and it is determined for training future teachers starting in the context of inclusive education, particularly the work accentuated the need for higher pedagogical educational institutions to create innovative socio-cultural learning environment to prepare students interpreted the term "training of primary school teachers for work in inclusive environment while forming their social and educational skills as a purposeful, controlled and a process which takes place on the basis of the system, acmeological, axiological, competence, activity approach, goal-setting process requires adequate selection of the content of educational material, the use of complex techniques, forms, tools and technologies contextual, interactive, problem-based learning and new information technologies. Also was presented defining analysis of the term «inclusive environment», in particular, attention was paid to the fact that it changes the professional activity of primary school teachers, expands their functions, requires them to be simultaneously in many roles, direct work on social-pedagogical, correctional and rehabilitation assistance, coordinate the joint work with a team of specialists to provide an effective inclusive educational process in a class with a diverse student community. It is proved that after the completion of the molding experiment a positive dynamics of the increase in the level of socio-pedagogical competence formation by the distinguished components (cognitive-activity, personal-professional) was observed for the students of the EG, while in the CG these changes were less significant.