IMPROVING PEDAGOGICAL TRAINING OF FUTURE PRIMARY SCHOOL TEACHERS IN THE CONTEXT OF INCLUSIVE EDUCATION

Аннотация

This article analyzes the processes of formation of pedagogical training of primary school teachers for work in theconditions ofinclusiveeducation. Keywords:future teacher, inclusive education, pedagogical training, primary class, competencies, children with special needs,goal. Thedevelopment ofinclusiveeducation in theeducation system ofthe XXIcentury has become one of the most important directions. This process requires, in particular, to take the pedagogical training of primary school teachers to a new level. The main goal of inclusive education is to provide equal opportunities for all students, including children with special needs. This article examines the theoretical and practical aspects of preparing elementary school teachers to work inan inclusive environment. Inclusive education is an educational process that is organized taking into account the capabilities of students, individual-psychological, physical impairment and features of assimilation Inclusive education means training students with limited physical and psychic capabilities in conjunction with healthy learners. Inclusive education is carried out based on a number of importantprinciples. Including, -theprinciple that human valuedoes not depend onitsmerits and achievements; -theprinciple that each individual has thecapacity to feel and think; -theprinciple that each person has the right to communicate and listen; -theprinciple ofeach individual's need for each other; -theprinciple ofaperson-oriented educational process onthebasis of specific cooperation; -theprinciple that each student does notneed thesupport and friendly relations ofhis peers; -such as the principle of the need to ensure the development of all aspects of the life of a diversestudent. The purpose of inclusive education is to create an unobstructed adapted educational environment for students with special educational needs, involving special educators in the school through the use of special tools and techniques, ensuring quality education that serves theireffective adaptation to society andfull -fledged harmonization. Thefunctions of inclusiveeducation include: - to create a single adapted social environment for students with different developmental opportunitiesthat excludes any discrimination, ensuring that all children are treated equally; - formation of a tolerant attitude towards the problems of the public and students with special educational needs in all participants in theeducational process; - to develop the mental and social potential of children with special educational needs, along with healthy children in the educational process;to provide opportunities for all students to master preschool, general secondary, vocational and higher education programs in accordance withstate educational standards; page473 INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE ISSN:2692-5206,ImpactFactor:12,23 AmericanAcademicpublishers,volume05,issue04,2025 Journal: https://www.academicpublishers.org/journals/index.php/ijai - create conditions for the comprehensive development of students, the emotional-volitional sphere, activation ofcognitiveactivity, theformation ofsocial skillsand potential; - to provide counseling assistance to families raising children with special educational needs and to raise awareness of parents in the field of education and education of their children, the application of pedagogical technologies, educational methods and tools, to support them psychologically. In the process of inclusive education, students with a special educational need are taught together with healthy children in the same school, in the classroom. Children with disabilities will need special support from the days when they step into school. Such support is necessary throughout their entire lives. Therefore, starting from the first links of school education, it is required to createfavorable conditionsfor thesocial development ofsuch students. Thefollowing methods were used during thestudy: 1.Theoretical analysis: studyof scientificliterature and documents oninclusiveeducation. 2. Survey and Interview: Assessment of the level of readiness of primary school teachers for InclusiveEducation. 3.Pedagogical experiment: testing theeffectiveness of special preparatory programs. 4.Statistical analysis: systematization and generalization ofthecollected data. The results of the study showed that the readiness of primary school teachers for Inclusive Education largely depends on their special knowledge and practical skills. It was found that among the study participants there were teachers who did not have sufficient knowledge of the principles and methodology of inclusive education. The preparatory processes conducted on the basis of special programs served to improve the theoretical and practical skills of teachers. In addition, increasing the level of empathy and social responsibility among teachers was also noted as animportant factor. Conclusion: to increase the readiness of Primary School tea