Preparation of future teachers of the Ukrainian language to work in an inclusive environment

Abstract

The purpose of the article was to determine the theoretical and practical principles of training teachers for effective work with students with special educational needs. To achieve the goal, general scientific methods of research were used, including analysis and synthesis of scientific literature, comparative analysis, and generalization. The results of the study indicate that effective training of teachers to work with students with special educational needs requires a comprehensive approach. Working in the conditions of inclusive education significantly expands the teacher’s responsibilities and tasks. To fulfill them, the future teacher must have in-depth knowledge of professional disciplines, teaching methods, and also be a master in educational and educational work with all students. Effective methods of training future teachers of the Ukrainian language to work in an inclusive environment are the case method and the analysis of practical situations. These methods allow teacher education students to develop decision-making skills when working with students with special educational needs. In the context of inclusive education, the Ukrainian language teacher must be able to adapt the educational process, take into account the individual characteristics of students, in particular their interests, level of readiness and specific needs, which are the main principles of differentiated teaching. Preparing future teachers to work in an inclusive environment requires them to master the methods of differentiated learning, which allows creating conditions for the successful learning of all students, regardless of their characteristics. Adaptive methods are a key tool in the development of professional competence of future teachers in the conditions of inclusive education. They make it possible to adjust the educational process according to the individual needs of each student, which ensures access to quality education. The article considers the main directions of adaptation of educational materials from the Ukrainian language for inclusive education and gives an example of such adaptation. Future teachers should have the opportunity to practice in inclusive classrooms, where they can learn and apply adaptive methods in practice. In addition, constant professional training should be provided at a high level, as this will allow teachers to update their knowledge, master new methods and tools, which is critically important for effective teaching of the Ukrainian language in the modern educational environment. The conclusions of the article indicate that to ensure the effective work of future teachers of the Ukrainian language in an inclusive environment, the key factors are the integration of theoretical knowledge with practical skills, the creation of conditions for continuous training and support. It is also important to regularly update curricula and methodological recommendations in accordance with the latest research and practices in the field of inclusive education.