Martynchuk O. Theory and practice of training specialists in special education for professional activities in the inclusive educational space

It is for the first time theoretically substantiated and developed the scientific and methodological principles of modernization of professional training of students majoring in specialty 016 Special Education in higher education institutions of Ukraine. During the pedagogical experiment the content-methodical and organizational-technological provision of training specialists majoring in special education to professional activities in the inclusive educational environment has been developed: symbolic-context learning as a way of solving set tasks within the framework of the concept's implementation, pedagogical conditions for provision of symbolic-context learning, directions of implementation of competence-context technology in the educational space of professional training of special teachers of institutions of general secondary education with inclusive classes. It has been determined the components of readiness of future specialists in special education for work in educational inclusiveness: professional-personal, theoretical-cognitive and practical-activity. The present state of formation of components of readiness of students majoring in specialty 016 Special education for professional activity in the inclusive educational space is analyzed. It has been empirically proved that the actual conditions of higher education without specially organized work on the development of competence in the field of inclusive education of children with special educational needs provide for the majority of graduates a low and satisfactory level of readiness for professional activity in an inclusive educational space that is insufficient to meet a social request on training specialists for work in new professional conditions of inclusive education. The model of training of future specialists in the field of special education for professional activity in the inclusive educational space has been experimentally tested. This was confirmed by the results of the forming phase of the experiment which involved three experimental groups. Quantitative and qualitative analysis of the results of the control and analytical research and the statistical material obtained on their basis has made it possible to conclude that the practical implementation of the recommended provisions concerning the training of specialists in special education for professional activities in the inclusive educational space contributes to the formation of their professional competence and increases the efficiency of training students in higher education institutions.