Problems of training future teachers in inclusive education

Abstract

The article discusses the issues of future teachers’ work with children with special educational
needs in inclusive education. In this regard, inclusive education strives to develop a child-centered methodology and recognizes that all children are individual people with different learning needs. Inclusive Education strives to develop an approach to teaching and learning that is flexible to meet different learning needs. If, as a result of the changes made to inclusive education, learning becomes more effective, then the positive trend towards this success has a positive effect on all children. To date, there are many opinions about the composition of
participants in inclusive education. It should be noted that the quality of the results of the discussion of this problem is lower than the implementation of the effectiveness of the process in this field of education. Thus, an inclusive educational environment is characterized by a system of value-based attitude to the education, upbringing and personal development of children with special educational needs, a set of resources (means, internal and external conditions) of their life in mass education institutions and the orientation of students to an individual educational strategy.