METHODOLOGY FOR DEVELOPING METHODOLOGICAL COMPETENCE OF FUTURE SPECIAL EDUCATION TEACHERS IN THE CONDITIONS OF INCLUSIVE EDUCATION

Abstract

This thesis discusses the methodology for developing methodological competence of future special educators in the conditions of inclusive education. Inclusive education requires a special educator not only theoretical knowledge, but also the skills to work with children with different developmental characteristics, design an individual educational path, organize corrective and developmental classes, and adapt the pedagogical process. Therefore, the development of methodological competence in future special educators is an important component of professional training. The thesis analyzes the conditions for the formation of methodological competence based on competency-based, person-oriented, active and reflexive approaches. The methodological importance of practical exercises, case analysis, pedagogical observation, individual educational program design, differential assignments, and reflective assessment is also substantiated.