Training of preschool professionals for inclusion

Abstract

The purpose of the article is to demonstrate the process of training preschool education specialists to work in an inclusive environment of a preschool educational institution. Solving the psychological, methodological, pedagogical tasks of the study determines the logic of presenting the studied material in the work. The systematization of the achievements of theory and practice, pedagogical experience of Europe and the USA influenced the development of a program of experimentation in the master's degree. research tools; the development of a model of training specialists to work in an inclusive environment improved the results of pedagogical practice, the organization of extracurricular independent work and influenced the quality of writing master's theses. The results of training future preschoolers to work in an inclusive environment showed that the systematic involvement of students in seminar classes, case analysis and inclusion, modeling fragments of pedagogical practices, writing course and diploma theses over several years affects the awareness, competence, and growth of professional motivation of students to work with children with special educational needs. The experimental work of the Department of Preschool Education provided a corporate view of the training of teachers throughout their professional lives.