INCLUSIVE DESIGN: THE BASIS OF THE PROFESSIONAL COMPETENCE OF A PRIMARY SCHOOL TEACHER

Abstract

In the modern educational space focused on inclusion, the key factor for success is the professional competence of the primary school teacher, which should be based on the principles of inclusive design (ID). The essence of this approach is the initial design of the educational process, where all its components, from educational resources to methods, are created as universally accessible and adaptive, taking into account the diversity of needs of all students. The use of ID allows the teacher to abandon the constant correction of educational material and instead proactively create an educational experience that is accessible to all students. The purpose of the study is to theoretically substantiate and develop requirements for the content of training future primary school teachers, focused on the principles of design for all. Achieving this goal requires an analysis of world experience and identification of key inclusive competencies of teachers, as well as substantiation of theoretical and methodological foundations for the formation of readiness of future specialists to work in such an environment. The need to implement the principles of IE in the curricula and disciplines of higher education institutions is emphasized. The most effective training strategies are systematized, which include: project-based learning (focused on creating universal materials), simulation models (working with virtual environments) and case studies (solving real inclusive challenges). It is substantiated that teachers must master modern technologies, since they are key tools of inclusive design that expand the possibilities of access to information. It is established that a key component of successful training is the formation of teachers’ ability to reflect on their own practice and constantly adjust the educational environment in accordance with the dynamic needs of students. The scientific novelty of the work lies in the development of a classification of international models of training future teachers to integrate inclusive design, as well as in the formulation of a set of criteria for assessing their readiness to create a functionally and aesthetically perfect inclusive educational space. The practical significance of the work lies in providing specific recommendations for updating educational programs, which will ensure a qualitative transition from formal inclusion to true optimization of the educational process, increasing academic performance, social adaptation and psychological comfort of all students without exception.