Articles
| Open Access | PROFESSIONAL METHODOLOGICAL TRAINING OF FUTURE DEFECTOLOGISTS IN THE VISION OF INCLUSIVE EDUCATION
Sattorova Mohira Aminqulovna , Docent, Department of Pedagogy, University of Information Technology and ManagementAbstract
The article shows that the modern stage of reforming general secondary education in our country is closely related to the changes taking place in the social and economic spheres and is aimed at achieving greater independence for both the educational institution and the teacher in choosing the strategic vector for training future defectologists for inclusive education - for the purpose of continuous professional development. Pedagogical scientists and researchers identify and substantiate the structural components of the readiness of future social science teachers to work in inclusive education, the structural and content structure of the professional readiness of a future social science teacher for inclusive education includes personal-semantic, that is, internal and external relationships, motivational values and the ability to work in inclusive education, as well as cognitive, that is, the development of a system of special methodological, theoretical, practical and professional knowledge, methods, techniques, technologies. The need to develop educational technologies for the continuous professional development of future defectologists, to improve the essence and content of educational technologies in extracurricular activities, and to develop technologies for developing the readiness of future defectologists for inclusive education is presented.
Keywords
inclusive education, medical, pedagogical, psychological, adaptation, integration, physical integration, functional integration, social integration.
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