ORGANIZATIONAL AND PEDAGOGICAL MODEL OF TRAINING SPECIAL TEACHERS TO WORK IN CONDITIONS OF INCLUSIVE EDUCATION

Abstract

Changes in society associated with increased humanization and democratization have contributed to the active dissemination of the principle of inclusiveness in education, which involves the inclusion of children with disabilities in the learning process together with normally developing peers. These changes, in turn, required changes in the activities of special teachers (defectologists), the transformation of their functional duties and, accordingly, a revision of the list of necessary professionally significant and personal qualities. To contribute to understanding the main directions and prospects for the reorganization of this process, the use of a modeling method can be used, which will allow us to designate processes that occur in reality