Tatyana Kyzmicheva

The development of the principles and practices of inclusive education has exposed the adaptation of educational process components as a problem within a teacher's work. The solution to this issue should help to overcome the contradiction between the teacher-centred format of educational process and the implementation of an individual learning route for schoolchildren with special needs. The study aims to substantiate and operationalize the teacher's actions to design adaptive educational tools for including a child with special needs into a teacher-centred lesson, thus ensuring success in achieving common educational results with the rest of the schoolchildren. The aim of the study is to present special educational needs, described as an individual psychosocial development of schoolchildren with special needs, as a dynamic phenomenon that defines the specific conditions needed to achieve the planned educational results. The study presented in the article resulted in the development of an algorithm for a layer-structured adaptation of the teacher-centred lesson to the specific work with a child with special needs in the context of inclusive education. Such an algorithm presents the operationalization in a teacher's work when developing adaptive pedagogical tools. The implementation of the algorithm within the work of primary general and basic general education teachers shows a significant positive effect regarding the individualization of the activities of a child with special needs during the teacher-centred lesson. At the same time, the analyses revealed that some teachers lacked prognostic and reflective skills. The theoretical relevance of the study is determined by the development of the conceptual field of inclusive education, as well as the scientific ideas about the pedagogical mechanisms for adapting the educational environment to the needs of schoolchildren. The practical relevance is reflected in the algorithm for the development of adaptive pedagogical tools, which will help teachers to achieve the required individualization of the educational process as an integral part of ensuring the quality of inclusive education.

The relevance of the topic of the article is exposed through the modern priorities of the development of education, which imply the creation of an inclusive educational environment, maximally focused on taking into account the special educational needs of students with disabilities in educational activities. The problem of the research presented in the article is determined by the existing contradiction between the need to ensure the quality of inclusive education of students with disabilities and the insufficient readiness of teachers to carry out professional activities in the context of the diversity of educational needs of specific students. The objectives of the study are the development of conceptual foundations for a new paradigm of professional development for teachers of different profiles on the basis of interdisciplinarity and team interaction; creation of a model for advanced training of teachers, involving the integration of knowledge and the operationalization of collegial skills to increase their competence in the field of building and implementing individual educational trajectories of students with disabilities in inclusive education. These aspects of the teacher's readiness for effective work in the context of inclusive education are considered as significant components of their professional activity in the context of the diversity of educational needs of students. The presented author's ideas make up the methodology for creating a new paradigm for professional development of educators, namely, the conceptual unity of the content of advanced training programs for teachers of different profiles; the expedient unity of theoretical knowledge as such and the ways of its practical use by teachers of different profiles; the unity and differentiation of the theoretical and operational components of professional development programs for teachers of different profiles, revealing the features of the individualization of education for a student with disabilities. The proposed model of professional teacher development on the problem of individualization in inclusive education concretizes these content ideas. The scientific novelty of the presented research is determined by the development of the author's paradigm for professional development of teachers from the standpoint of interdisciplinarity and team interaction in the process of creating an inclusive educational environment. The significance of the research results is characterized at the theoretical level in terms of expanding ideas about inclusive education and on the practical side – in terms of the development of an educational product in the form of a model for advanced training of school teachers of different profiles in relation to the individualization of the educational environment for students with disabilities.

Inclusive professional education of persons with disabilities is one of the priorities of modern society. It is considered as a factor of their inclusion in the socio-economic processes and living independent life. Today, despite the increased attention to this problem on the part of the scientific community and practitioners, there are many unresolved issues that require new approaches to human development of students with disabilities at the University. The purpose of the study, the results of which are reflected in the article, is to substantiate the opportunities of resource-environmental approach for the development of human potential of students with disabilities through positive transformations of the University educational environment using social and educational practices. The article analyzes and substantiates the possibility of integrating environmental and resource approaches to solve the problem of inclusive processes development in the University, creating an inclusive educational environment characterized by comfort and the necessary diversity of conditions for inclusion of students with disabilities in the University community. The authors of the article discuss from a scientific point of view both domestic and foreign approaches to the category of environment in relation to the category of resources in an interdisciplinary paradigm, which allows us to highlight the phenomenological characteristics of an inclusive educational environment on the example of a University. The authors, on the basis of practical application of resource-environmental approach, propose a model of University educational environment transformation in the direction of greater inclusion of students with disabilities due to introduction of social and educational practices, reflecting different aspects of the inclusion problem in the content aspect. Based on the results of the empirical study, the authors conclude about the effectiveness of this model for the solution the problem of human development of students with disabilities at the stage of professional training. The theoretical significance of the article is expressed in the fact that the authors show heuristic opportunities of environmental and resource approaches integration to create conditions for the development of the human potential of students with disabilities at the University. The practical significance of the article is determined by the fact that the proposed model of the educational environment transformation can be used in the design of both organizational and managerial, as well as psychological and pedagogical components of the support of inclusive processes at the University.

The changes in socio-economic environment are associated to a large extent in modern Russian reality with the development of inclusive education for people with disabilities of various nosology groups. Inclusive education is considered as a way of integration into the society, and in a broader sense as a way to create new legal, social, economic relations characterized by overcoming the isolation of people with health limitations from socio-economic processes, increasing their social status and personal satisfaction. Accordingly, the search for ways to overcome all kinds of barriers arising in the actual practice of integrating people with health limitations in the university community confirms the relevance of the research. The main goal is to identify and give classification of the difficulties, which the students with health limitations face in adapting to studying at the university, and also in integration to the university community. The process of teaching students with health limitations and analyzing their problems of social and psychological-pedagogical nature determined the need to solve the problem of creating special conditions at the university aimed at solving problems of social, personal and professional self-determination of students with health limitations, preserving and building up their psychophysical health, development of social activity. Institutional, environment, resource and inclusive-integrative approaches served as the methodological basis of the research, as well as general scientific methods and principles of scientific knowledge: methods of analysis and synthesis, comparison and generalization. Thus, on the basis of the study of inclusive processes in professional education of people with health limitations, the authors defined the prospects and developed a model of an inclusive university community. The results of the research are of scientific and practical importance, they may be used in further psychological, pedagogical, philosophical, sociological, economic researches of inclusive professional education phenomenon, and can be used for practical development of methods to manage inclusive processes in professional education by executive bodies, regional target programs of innovative development.