On the formation of the professional position of a young teacher in an inclusive educational environment

The inclusive education of children with special educational needs is one of the promising vectors of the development of modern educational practice. The integration processes that have spread rapidly in Russia have outstripped the need for the development of theoretical approaches in this direction in the domestic defectology science, and experimental studies have confirmed the need for the development of practice. To date, the problem of developing the professional competence of teachers working in inclusive education remains poorly studied. This statement is significantly updated in relation to young teachers who begin their professional activities with children with special educational needs at the first stage of the educational vertical - in the preschool education system.