PEDAGOGICAL CONDITIONS FOR TRAINING FUTURE PHYSICAL EDUCATION TEACHERS TO WORK IN INCLUSIVE EDUCATION

Abstract

The article is devoted to the problem of preparing future physical education teachers for work in an inclusive educational environment, which involves the creation of appropriate pedagogical prerequisites for effective professional activity.

The focus is on the formation of readiness to work with children with special educational needs, the development of their competencies in the field of inclusive education, as well as the provision of psychological and medical support.

The issues of organizing the educational process are considered, which includes the integration of knowledge in pedagogy, psychology, and special physical education methods, the formation of tolerance and empathy in future teachers, the use of modern technologies and adapted methods of physical education, and the creation of an inclusive environment that takes into account the individual capabilities of each child.

The author emphasizes the need for a comprehensive approach to teacher training, which will ensure their professional readiness to work in schools where children with diverse educational needs study, and will contribute to the implementation of the principles of equality and accessibility of education.

Inclusive education is an important path to the socialization of children with special needs. It provides equal opportunities for learning, promotes the development of communication skills, forms a sense of belonging and increases self-esteem. At the same time, inclusion fosters tolerance in society, creating conditions for the harmonious coexistence of different social groups. Thus, inclusive education should be considered not only as a pedagogical practice, but also as a strategy for the development of society, contributing to the formation of a culture of equality, mutual respect and social responsibility.

Inclusive education in the field of physical education involves the organization of joint classes for children with different physical and mental characteristics, which ensures their integration into the educational process. Such practice contributes to the formation of students' skills to cooperate and interact on the basis of mutual respect, creates conditions for the development of physical abilities in accordance with the individual capabilities of each child, ensures the social adaptation of children with special educational needs and at the same time forms a culture of tolerance.