Keyword: «an individual educational route»

Realization of individual and educational routes when training pupils allows to solve problems of develop-ment of the identity of the child, her readiness for a choice, definition of the purpose and meaning of life through the content of education with limited opportunities of health. As a result of work with individual and educational routes positive dynamics in formation of cognitive abilities is noted.

The article is devoted to training future teachers for the work with children with disabilities in a mass school. The urgency of the problem under study is due to several reasons. Firstly, the system of professional education has undergone changes, there is a need to train a highly qualified teacher who is able to work with children with disabilities. Secondly, the number of children with disabilities is growing. Thirdly, the modern educational process is heterogeneous. Fourthly, modern society has become more humane and tolerant. Thus, the purpose of the article is to create a model of the future teacher's readiness to work with children with disabilities and to test its effectiveness in practice. The study uses the following methods: analysis of domestic and foreign literature, modeling, questioning, forming experiment. The results of the study include the following: the personal, informational and practical components of the future teacher's readiness to work with children with disabilities are formed in the process of learning the disciplines of the psychological-pedagogical cycle. The results of students’ questioning are presented. The use of active and innovative teaching methods in the educational process allows us to form a high level of learning motivation and pedagogical thinking. The theoretical significance of the study lies in the fact that it makes a certain contribution to the theory of learning and education in higher school, expands and enriches the concept of the substantive and technological foundations of preparing the future teacher to work with children with disabilities in a mass school and opens up prospects for further improving the training of a specialist in education. The practical significance lies in the fact that the method proposed in the article for preparation of students for work with children with disabilities in a mass school in the process of educational, quasi-professional and real pedagogical activity may be used in the process of training a teacher in any educational field. The article may be interesting to the academic staff of secondary and higher educational institutions, psychologists, teachers.