Inclusivity-Focused Training of Special Education Teachers for General Primary Schools

The inclusion policy in education gives priority to the task of developing an effective inclusive education system, the vocational training of future teachers in higher education based on the competence approach, and the preparation of highly competent specialists who would demonstrate well-developed intellectual, professional, and personal qualities in an innovative educational space. The study aims to substantiate and experimentally test possibilities to develop the social and pedagogical competence of future primary school teachers for work in an inclusive environment of a general education institution. The authors scientifically substantiate and prove the need for pedagogical universities to train students who are ready and able to perform social and pedagogical work in an inclusive class in a general education institution and to develop their social and pedagogical competence for work in an inclusive educational space of a general education school. The conducted pedagogical experiment confirms the hypothesis that the vocational training of future primary school teachers for work in an inclusive school environment provides a high level of development of social and pedagogical competence.