mental problems. It also helps to solve the problem of training future teachers’
readiness to work under conditions of information inclusive environment.
Technology of modeling the process of training future teachers for
application of information technology in the inclusive educational environment.
The changes in educational orientations of modern Ukrainian society should also be
reflected in the system of professional training of future teachers based on power of
information technologies. The implementation of the competence approach implies the
formation of the knowledge (theoretical and practical) of the technologies which we
consider to be the same as formation of readiness for the professional career, and the
training is aimed at the formation and development of future specialists in the context
of inclusive education oriented to the total application of information technologies in
our life.
Under conditions of above-mentioned approach, the justification of the results of
training is provided by such categories as "computer literacy", "information culture",
"digital competence". The studying of these definitions can be found in the works of
the following scientists (G. Biychuk, Yu.Bezverkh, V.Bykov, V.Volynsky,
O.Grytsenchuk, R.Gurevych, O.Dubinina, Yu.Zhuk, V.Koval, D.Kostiukevych,
O.Krasovsky, V.Madzigon, P.Poliansky, V.Skulska, O.Chornous, T. Yakushyna and
others). However, scientific and methodological recommendations for the definition of
the concept of professional digital competence of the modern teacher are still in the
process of development. At the same time, changing the goals and tasks of the
information and technological training of future teachers to professional career in an
inclusive educational environment requires thorough and detailed analysis and
research.
Modern Ukrainian education introduces new approaches to the education of
children with special educational needs, which ensure the inclusion of special children
in the educational environment by creating an inclusive educational environment and
a team of psychological and pedagogical support for each child.
At the same time, there is a great necessity to update the approaches to training
specialists, that is to say, to change the guidelines of higher educational establishments
in the direction of computer orientated and practical training.
Modern technological modernization of higher education is based on the use of
information technologies, the formation of digital competence of a specialist who will
carry out self-education throughout life.
The implementation of the approach to future teachers’ training requires solving
a number of tasks in the process of forming professional competencies of a specialist
who works with children with special educational needs under conditions of inclusive
educational environment.
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