SCIENTIFIC AND THEORETICAL BASIS OF PROFESSIONAL TRAINING OF FUTURE PRIMARY TEACHERS IN THE CONTEXT OF INCLUSIVE DESIGN

Abstract

The work solves the scientific problem of forming the readiness of future primary school teachers to work in an inclusive environment. The structure of the teacher’s professional competence is determined through the prism of inclusive design (ID), which includes cognitive-technological, ethical-value and design-design components. The specifics of the application of the principles of inclusive design and pedagogical ergonomics are outlined. Special attention is paid to the design of inclusive educational places, the selection of adaptive equipment and the zoning of space, taking into account the anthropometric and psychophysiological characteristics of students. The pedagogical conditions for training students are substantiated: the integration of the principles of ID into professional disciplines, the use of simulation technologies for modeling barriers and involvement in the creation of adaptive digital content. It is proven that the transition to the inclusive design model allows eliminating obstacles at the stage of lesson planning.
The scientific novelty lies in the theoretical substantiation of the concept of “pedagogical inclusive design”. For the first time, the requirements for teacher competence through architectural, informational, ergonomic and methodological barrier-freeness are specified. The need to focus on the comprehensive modernization of the education system instead of the individual integration of the child is proven.
The practical significance of the results lies in the development of methodological recommendations for updating bachelor’s training programs. The materials can be implemented in the courses “Inclusive Education” and the system of advanced training. The proposed approaches increase the quality of education at the National School of Ukraine, guarantee functional comfort and psychological well-being of all participants in the educational process.