The dissertation explores the problem of preparing would-be foreign language teachers for practice-oriented instruction of senior learners with special educational needs at the methodological, theoretical and technological levels. The methodological bases and essence of preparing would-be foreign language teachers for practice-oriented instruction of senior learners with special educational needs are substantiated as a four-level system of philosophical, general scientific, particular scientific and technological principles and positions.
The concept of preparing would-be foreign language teachers for practice-oriented instruction of senior school learners with special educational needs is proposed and substantiated. The conceptual idea of the research is formulated in such a way that this preparation is ensured by the formation of a sufficient level of all the components of the inclusive competence. The structural scheme of the inclusive competence of a would-be foreign language teacher is modeled. The criteria (value-personal, cognitive and activity), indicators (psychological, theoretical and practical) and levels of its formation (unformed, initial, sufficient and high) are suggested. A model of training a would-be foreign language teacher for practice-oriented instruction of senior school learners with special educational needs has been developed and theoretically substantiated, which consists of theoretical-methodological, organizational-technological and control-evaluative blocks.
A pedagogical technique has been designed for preparing a would-be foreign language teacher for practice-oriented instruction of senior school learners with special educational needs, prescribing the content, pedagogical conditions, stages, methods, forms and means of teaching and control. A model of practice-oriented instruction of senior school learners with special educational needs is designed. It includes such stages as: diagnostic, planning-organizational, executive, and control-evaluative. Educational and methodological support has been developed for the preparation of would-be foreign language teachers for practice-oriented instruction of senior school learners with special educational needs (Curriculum, Syllabus, internship programs, textbook, teaching materials for practical classes, electronic teaching aids). The effectiveness of the developed model of preparing would-be foreign language teachers for practice-oriented instruction of senior school learners with special educational needs is proved with the help of author's technology, which is statistically confirmed.
