Formation of Future Pre-School Teachers’ Readiness to Work in the Conditions of Educational Inclusion
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Abstract
The article analyzes the results of testing of complex pedagogical conditions
of the future teachers’ readiness to work in the conditions of educational inclusion formation, created at the stage of the teaching profession acquisition. The results of the pilot study
confirmed the advanced hypothesis and effectiveness of pedagogical conditions in the formation of the inclusive readiness
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Keywords
БГПУ, SCOPUS, inclusive education, children with special educational needs, inclusive readiness of teachers, the competence approach, pedagogical conditions