SYSTEM FOR FORMING THE READINESS OF FUTURE PRIMARY TEACHERS TO CREATE AN INCLUSIVE SPACE

Abstract

The modern educational space requires a radical restructuring of traditional approaches to teaching, which is due to changing social requirements and a fundamental transition to inclusion as a key vector of development. The growing heterogeneity of the student contingent in primary school, as well as the need to integrate digital technologies into the educational process, make standard, unified pedagogical methods ineffective. This creates an urgent need for a fundamental rethinking and active application of the philosophy of inclusive design, in particular its educational dimension – the concept of inclusive design for learning. The specified approach guarantees the development of such a learning environment, content and assessment that are as flexible and accessible to all children without exception, regardless of their level of cognitive development, sensory capabilities or physical characteristics, starting from the zero stage of design. Thus, the formed readiness of the future primary school teacher for the competent implementation of inclusive design appears as the main professional competence, which determines the critical importance of research and implementation of leading international experience in training such specialists. The relevance of this study is due to the global educational transformation, namely the transition from an outdated, limited integration model to a holistic inclusive educational environment. In this new context, the individual needs of students are not perceived as an obstacle, but on the contrary, they become a key starting condition and a powerful catalyst for innovative design in education. The implementation of inclusive design approaches, which considers the diversity of needs as a potential for pedagogical innovations, requires a deep transformation of the curricula for the training of pedagogical personnel for primary school. The training of future teachers must go beyond the simple adaptation of ready-made resources. They must learn to generate a learning space and content that ensure universal accessibility and high efficiency already at the stage of their creation. The purpose of the work is to conduct a comprehensive systematization, detailed analysis and substantiated understanding of the effectiveness of the system for forming the readiness of future primary school teachers to create an inclusive educational space. To achieve this goal, a methodological apparatus was used, including methods of comparative pedagogical analysis of curricula, systematization of the most progressive pedagogical practices and generalization of the identified effective models of professional training. The study covered the analysis of world experience and modern trends in the preparation of teachers to work in an inclusive space and to determine the structural components of their readiness. The theoretical and methodological principles of designing an effective system for forming the readiness of future primary school teachers to create an accessible and flexible educational environment were determined. A structural and functional model of the readiness formation system was substantiated and developed, integrating value-motivational, cognitive, operationalactivity and reflective components. Practical recommendations for the modernization of curricula of pedagogical higher education institutions of Ukraine in order to ensure the sustainable readiness of graduates for professional activity in inclusive primary grades have been formulated. It has been proven that the most important element of a successful training system is the formation of a stable ability in teachers to reflect on their own teaching practice and promptly adjust the learning environment in accordance with the changing and dynamic needs of the student body. The scientific novelty lies in the theoretical substantiation and development of a structural and functional model of the system for forming the readiness of future primary school teachers to create an inclusive space, which for the first time integrates four key components (value-motivational, cognitive, operational-activity and reflective) and ensures the consistent implementation of the principles of inclusive design. In addition, a set of diagnostic criteria, indicators and levels for the objective assessment of the formation of this readiness in higher education students has been substantiated and developed for the first time. The practical value of the study lies in the scientific substantiation and development of a structural and functional model of the system for forming the readiness of future teachers, which integrates all the necessary components for working in an inclusive environment. The results of the study provide ready-made methodological recommendations and educational and methodological materials for teachers of pedagogical higher educational institutions, necessary for updating the curricula of primary school teacher training. The implementation of this system will ensure a high-quality transition to effective inclusion, guaranteeing the creation of a flexible and accessible educational space, which will positively affect the success and comfort of all students. Key words: inclusive design, system, teacher training, educational process, adaptive environment, pedagogical strategies.