Uliya Afonkina

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 educational environment presupposes the formation of a new system of social interaction between subjects of educational relations. It forms qualitatively different relations between subjects than in other educational environments. The specificity of these relations is largely determined by the transformation of their usual functions, due to the need for an increasingly significant inclusion in the solution of the problem of individualizing an inclusive educational environment. The purpose of the article is to substantiate scientifically and objectify empirically the ways for the necessary transformations of the system of psychological and pedagogical support in the aspect of interaction with parents of students with disabilities on the basis of stimulating their subjective activity. To achieve this goal, we studied the expectations of parents of this category of students in relation to their inclusive education. The results of this study are presented in the article. The leading theoretical approach for our research is the subjective approach. In addition, as a methodological approach to the study of this problem, we focused on identifying the grounds for the subjective activity of parents of students with disabilities. The conducted empirical research using the method of unstructured interviews made it possible to define appropriately and consistently the types of parental expectations. It showed that the expectations of the parents of students with disabilities reflect their parental positions and needs, and also reveals the problematic field of contradictions that need to be overcome in the process of psychological and pedagogical support. The theoretical significance of the research results lies in the enrichment of scientific ideas about the characteristics and stimuli of subjective parental activity in an inclusive educational environment, about the specifics and effective mechanisms of its individualization under conditions of inclusion based on the typology of parental expectations. The practical significance of the obtained research results is determined by the development of recommendations for increasing the subjective activity of parents in this environment, taking into account the identified typology of their expectations.