This article addresses the issue of developing the readiness of future teachers to support the socialization of children with special educational needs (SEN) within an inclusive educational environment. The aim of the study is to explore the correlation between future teachers’ preparedness for professional activity in inclusive settings and the success of socialization processes in children with SEN. The research employed a mixed-methods approach, including observation, interviews, an experimental procedure, and the application of several diagnostic tools: an author-developed questionnaire titled "Readiness of Future Teachers for the Socialization of Children with SEN," M.I. Rozhkov’s methodology for assessing the level of student socialization, A.I. Zakharova’s method for evaluating childhood anxiety levels, the "Ladder" technique, analysis of school records, and statistical data processing. The study highlights the critical importance of professional skills, specifically diagnostic, adaptive, and communicative competencies, in facilitating the effective integration of children with SEN into both educational and social contexts. The findings confirm the need to intentionally develop these competencies during teacher education. Based on the analysis, methodological recommendations are proposed for enhancing the content and structure of pedagogical training within the framework. Further research may focus on organizing extracurricular activities for children with SEN, providing support.
Baіmenova et al. (Tue,) studied this question.