PREPARING OF PRESCHOOL ТEACHERS TO WORKING WITH CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

In the article, the authors analyzed the research on the problem of preparing the future preschool teachers for professional activities in an inclusive education. The barriers to the implementation of inclusive education in the practice of general education institutions have been identified. The conditions and ways to overcome obstacles and difficulties in the solving the problems of inclusion are highlighted. Attention is focused on the importance of the forming the professional and personal qualities of the future preschool teachers, required for working with children with special educational needs. It is proved that for effective implementation of the inclusive education in the practice of general education institutions by the future preschool teachers it should make some changes to the methodology of the organization of the educational process of the university in the process of their preparing. A number of tasks aimed at the preparing future preschool teachers for the professional activities in the inclusive education have been identified.

BASIC KNOWLEDGE OF SOFTWARE AND WEB CONTENT AS ELEMENTS OF SOCIAL PROGRAMMING IN EDUCATION

For any specialist, basic knowledge of his or her specialty is like a "daily routine" that should create comfortable conditions for the realization of basic professional tasks. At the same time, the changes brought about by the transition to a remote format of communication, professional activity and the need to use the mechanisms of the information society affect the basic process of socialization, formation and development of personality. This process is part of the educational process - the "knowledge acquisition routine" or social programming that meets the needs of the state, society, national culture, etc. And it cannot have primary and/or secondary aspects.That is why the task of our research on this topic is to try to figure out what basic knowledge of software and web content, including programming skills, can be the necessary minimum in teacher training for everyday activities in the digital world (including the needs of society and the interests of children/youth). What should be a prerequisite for quality interaction between teachers, subjects and objects of the educational process in the digital world. In particular, what format, ethical norms and legislative aspects of regulation of the digital educational process, including relevant content, should be the basis for such interaction

PSYCHOLOGICAL AND PEDAGOGICAL READINESS OF STUDENTS FOR PROFESSIONAL ACTIVITIES IN AN INCLUSIVE ENVIRONMENT

In this article, we analyze the modern approaches to the formation of the educational policy of the state of Ukraine on inclusion issues; we partially touch upon the issues of teaching “normotypical” children, children with special educational needs (as defined in the legislation of Ukraine), and “normotypical” children with “situational deviations”. Based on the analysis of the processes of perception and implementation of inclusion in the educational environment, we consider the process of training future specialists using democratic training methods. With the help of such methods, we introduce, as an element of preparation, students' self-development and self-awareness of themselves as individuals who are ready for “open” questions, democratic dialogue. We believe that this is an indicator of the teacher’s professional readiness to “accept” children with special educational needs.The main methods of our research are a theoretical analysis of inclusive education issues, preparing students for work in a “democratic” school; observation, conversation, questionnaires, study of the experience of preparing students for work in an inclusive education.As a result, we highlighted the organizational and pedagogical conditions that allow to: increase the level of professional readiness of students; create the most favorable conditions for the development of inclusive education.