Abstract:

In this article, we look at the readiness of future teachers to work in an inclusive environment and to new approaches to inclusive education. The basic concepts of inclusive education, the readiness of future teachers for professional activities, the readiness of future teachers for an inclusive educational environment, and a comfortable school for all will be defined. The study was conducted in these higher educational institutions of Kazakhstan (Kazakh National Pedagogical University named after Abai, Kazakh Academy of Sports and Tourism) in the context of specialties in the areas of primary education, physical education and sports, and special education. The research analyses studies on the readiness of future teachers for inclusive education and an inclusive environment. Methods for determining the environment of inclusive education have been carried out. As a result of the obtained data, a comparative analysis was carried out in areas of specialization (primary education, special education, physical education, and sports). During the study, we note the importance of innovative approaches and technologies in education. The possibilities and mechanisms of effective use of universal design teaching technology are shown. The main characteristics are given in the context of the previously indicated specialties. The basic conditions for a comfortable environment, accessible education, and a comfortable school for everyone are analysed. Features of preparation and content of readiness for inclusive education. Conclusions on the study and recommendations for improving the inclusive learning environment and a comfortable environment are provided. This study was conducted by Kazakhstani scientists, within the framework of the project of the Ministry of Science and Higher Education of the Republic of Kazakhstan IRN AP19576707 «Formation of inclusive competence of future teachers through the technologies of universal learning design (ULD)».

Keywords:

Students with special educational needs, inclusive learning environment, inclusive education, readiness for professional activity.