TRAINING OF PROSPECTIVE TEACHERS OF FOREIGN LANGUAGE TO WORK IN INCLUSIVE CLASSES

Abstract

The article deals with the problem of training of prospective teachers of foreign language to work in inclusive classes. The authors study and analyze normative documents concerning inclusive education in Ukrainian secondary school and point out the role of the teacher in the process of implementation of inclusion. It is investigated that the theoretical and methodological basis of training of prospective teachers of foreign languages are axiological, anthropological, holistic, student-centered, activities-based, differentiated, competency-based approaches. In the article the pedagogical conditions of formation and the high level of inclusive competence of prospective teachers of foreign language are cleared up. The researchers consider the contextual technology as a key one in formation of inclusive competence. The specific features of studying course «Methods of English Teaching in Inclusive Classes» are analyzed. The authors discuss the issue of methodological principles and propose methods, forms and techniques of teaching of foreign language in inclusive classes. The particular attention is paid to maintaining interdisciplinary connections in the process of training of prospective teachers of foreign language to work in inclusive classes.