ANALYSIS OF MODELS FOR THE FORMATION OF TRAINING TEACHERS IN INCLUSIVE EDUCATION

Abstract

The article comprehensively examines the issue of creating an effective educational model for children with special educational needs. The opinions of foreign and domestic scientists, their achievements in creating inclusive education are considered. The introduction of children in the field of general education, as well as a description of the barriers they face. The field of education must be adapted to the changes. The study and differentiation of best practices ensures quality education.  As a result of amendments to many legislative documents of the country, progress in inclusive education can be noted. The rights and obligations of persons with special needs are clearly established in society and are strictly controlled by law. In particular, it is noted that there are significant measures in the field of education, inclusive education will be required in the future.

When teaching and educating children with special needs, there is a need for systematic elimination of difficulties encountered by teachers and prerequisites for work. Analyzing the models formed in the article, it is made in order to meet the needs of teachers in inclusive education. Promoting past experiences, we explore ways to solve the problems we face in the future.  In inclusive education, it is clear that in creating conditions for children with special educational needs, each state has its own well-established principles and laws. The ultimate goal of all, although different, is to socialize people with special needs, consider them as full members of society, and not limit opportunities. Depending on the state policy, mentality, and degree of development, an inclusive education system is being implemented.