operations: taking into account the social order, form the aim and teaching tasks; to
conduct training in teaching and methodological support, to determine the content of
training taking into account the possibilities of information technologies; to conduct
primary and final diagnosis of future teachers' readiness to use information
technologies in inclusive education and local pedagogical monitoring; improvement of
the suggested program and clarification of the regulations; distribution of students to
micro-groups.
The results of theoretical and practical studying of the material during the
suggested research work will allow us to design a model of the process of future
teachers training. It seeks the aim to substantiate and improve the process of inclusive
education in information and technological society, describe the components and
interrelations between them and determine digital and inclusive competences of future
teachers. The suggested model consists of two parts (technology of modeling the
process of training future teachers, modeling of the teaching process, taking into
account the set of specified competences of a specialist, content and forms of teaching
children with mental problems in inclusive educational environment).
The use of information technology when teaching children of this category leads
to the appearing of the following concepts: "inclusive information environment" and
"inclusive digital environment", we consider them as integral concepts, which include:
digital technologies with their system and special software, a person who is
simultaneously a subject and object of information influence as well as a resource in
the form of specialists and the nearest social environment.
Researching the readiness of future teachers to use information technology
in the inclusive education of children with special educational needs. Scientific
researches have allowed us to generalize that information technologies in inclusive
education expand the possibilities of the teacher's influence, help us to "construct"
teaching in order to solve developmental and corrective tasks, but they cannot be used
traditionally.
In contemporary pedagogy the advantages of information technology have been
found, justified and described as an educational tool for pupils with developmental
disorders (Fig. 2) [3].
Having done the research work, we can state that mentioned benefits of
information technologies can also be fruitfully used in various areas of inclusive
education: traditional and innovative, special and individual. The primary task of the
suggested research work is to consider the sequence of actions of a specialist when
creating a digital teaching tool: at the first stage we define value, place and functions
of the technology which is created in the chosen area. In implementing the given
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