KNOWLEDGE AND READINESS OF PRESCHOOL TEACHERS TO WORK WITH CHILDREN TAKING INTO ACCOUNT THEIR PSYCHOPHYSIOLOGICAL CHARACTERISTICS IN AN INCLUSIVE EDUCATIONAL ENVIRONMENT
DOI:
https://doi.org/10.55640/Keywords:
inclusive education, preschool education, psychophysiological characteristics, teacher readiness, children with disabilities, adaptive educational environment.Abstract
The article addresses the актуal issue of the professional readiness of teachers in preschool educational organizations (PEOs) to implement inclusive education. Particular attention is paid to the level of theoretical knowledge about the psychophysiological characteristics of children with disabilities and to the psychological readiness of teachers to work in heterogeneous groups. Based on the conducted research, deficits in special pedagogical competencies were identified, and recommendations for improving the professional development system were proposed.
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