Readiness of future chemistry teachers to work with special educational needs children in an inclusive educational environment

Abstract

Future chemistry teachers’ readiness for inclusive education of children with special educational needs is an integral, personal, and professional characteristic, reflecting the valuesemantic orientations, knowledge, and experience that allow to successfully carry out pedagogical activities in an inclusive educational environment. The structure of readiness includes four components: motivational as a set of value orientations, meanings, and motives of professional activity, acceptance of the values of inclusive education; cognitive as a set of theoretical and methodological knowledge in the field of inclusive education; effective as a set of analyticalpredictive, project, correctional-pedagogical and communicative skills for the implementation of an inclusive educational process; reflexive as a set of professionally significant qualities of a teacher: empathy, responsibility, reflection. The structural-dynamic model of forming of teachers’ readiness for inclusive education of children with special educational needs reflects the essential properties, connections, and relationships of the process under study and includes the following components: target block, procedural-technological block, criteria-evaluation block, performancecorrection block.