Theoretical substitution of the principles of training future primary school teachers to implement inclusive design

Abstract

У статті розкривається сутність та значення інклюзивного дизайну в освітньому процесі початкової школи як філософії, що передбачає створення універсального освітнього середовища, доступного для всіх учнів, незалежно від їхніх особливих освітніх потреб.

Such an environment is accessible, comfortable and effective for all students, as much as possible regardless of their individual differences and special educational needs, including physical, sensory, cognitive and psychological aspects. The purpose of the study is to theoretically substantiate, develop and test the structural components of the content, forms and methods of training future primary school teachers, which will allow them to effectively implement inclusive design in their professional activities. Special attention is paid to the professional training of future primary school teachers as the main leaders of change. The key competencies and professional qualities necessary for teachers to effectively implement the principles of inclusive design in everyday practice are identified and described in detail. These include the ability to design universal curricula, adapt educational materials, use various assessment methods, and have team cooperation skills with specialists from inclusive resource centers. It is emphasized that the implementation of this philosophy is a key prerequisite for ensuring equal rights and opportunities in obtaining quality primary education. Key competencies and professional qualities necessary for future teachers to effectively implement the principles of inclusive design in practice have been identified. It has been established that training should be based on the integration of theoretical knowledge, practical skills, and the formation of an inclusive culture. The need to use innovative pedagogical technologies and a resource-oriented approach in the process of professional training has been clarified. The impact of training modules that include project activities and simulation exercises on the level of students' readiness to design a barrier-free educational space has been assessed. The structural components of the training content, which include psychological and pedagogical, methodological and special knowledge, are described. The model of forming the readiness of future primary school teachers to implement inclusive design, which ensures their adaptability and professional mobility, is considered. The need for close cooperation with inclusive resource centers and the involvement of practitioners in the field of inclusive education in the educational process is substantiated.

The scientific novelty lies in the first theoretical substantiation of the principles, the development of an innovative model and the clarification of the content of inclusive competence of future primary school teachers, necessary for the effective implementation of the principles of inclusive design in educational practice.

As a result of the study, the key competencies and professional qualities necessary for future teachers to effectively implement the principles of inclusive design in daily practice were identified and described in detail. It was established that effective training should be based on the integration of theoretical knowledge, practical skills and purposeful formation of an inclusive culture of future teachers. The need to use innovative pedagogical technologies, a resource-oriented approach and close cooperation with inclusive resource centers in the process of professional training was clarified. Based on these conclusions, the structural components of the training content were developed and characterized, which formed the basis of the model of forming the readiness of future primary school teachers to implement inclusive design.

Keywords: inclusive design, professional training, inclusive educational environment, teacher competencies, primary education, educational needs.