THEORETICAL SUBSTANTIATION OF FUTURE TEACHERS` PREPARATION MODEL ON WORKING WITH CHILDREN IN CONDITIONS OF INCLUSIVE EDUCATION

Abstract

The article highlights the theoretical and methodological aspects of modeling of future teachers’ training for working in conditions of inclusive education, defines the essence of the model as an equivalent for real future teacher’s actions descriptions of the future teachers, points out the following components of the model: the regulatory-legal (regulatory and legal acts of inclusion) theoretical-methodological (axiological, humanistic, system and other approaches), motivational-objective (motives, goals of inclusive activity), contents-informational (inclusive excursions in psychological and pedagogical disciplines, additional special courses on inclusive themes), operational-technological (skills, competencies, technologies in the field of inclusio), organizational-planning (activities organization, planning in inclusion), emotional-volitional (creating emotional appropriate atmos-phere, the implementation of efforts), valuation-reflective (valuation, reflection on the results of inclusive educa-tion), productive-correcting (justification of the results inclusive of preparation, its correction).