Abstract:

The article substantiates the relevance of the problem of preparing students for work in an inclusive education; reveals the essence of the notion of readiness for work in the conditions of preschool inclusive education and its main components. It is indicated that in modern psychological and pedagogical research there is an interest in the problem of forming readiness for various types of activity: self-development, self-knowledge, self-organization, self-education, self-realization. Much attention is paid to the study of the state of readiness for professional activities, which determines the performance of activities. An important component of pedagogical activity, especially in the conditions of transition to inclusive education, is the formation of readiness for the implementation of inclusive education of specialists of institutions at different levels of education.The task of ensuring high-quality and high-quality education of children, regardless of their health status and opportunities, is set out in international, federal and regional normative legal documents. However, teachers themselves are not always ready for the manifestation of an adequate attitude and building interaction with children with special health opportunities. The relevance and necessity of the research of the stated problem is determined by the contradiction between the modern requirements for the nature and pedagogical activity, the personality of the teacher in pre-school education, on the one hand, and the lack of theoretical and methodological development of the process of their preparation for work in inclusive pre-school education — on the other

Keywords:

Inclusive education, readiness of teachers to work in conditions of pre-school inclusive education, children with special health opportunities.