Improving the effectiveness of teacher training for the implementation of individualization of the educational environment in the context of inclusive education

The problem of the research is determined by the contradiction between the need to ensure the quality of inclusive education for schoolchildren with disabilities and insufficient readiness of teachers to carry out professional activities in variety of educational needs of specific schoolchildren. Its relevance is determined by the current priorities of education development, which involves the creation of an inclusive educational environment. The goals of research are to develop theoretical principles that create a new paradigm of professional development of teachers of different profiles on the basis of interdisciplinarity and teamwork; to create a model of professional development of teachers on the basis of knowledge integration, involving the development of their competencies for building and implementing individual educational trajectories of schoolchildren with disabilities in inclusive education. Theoretical and operational components of a teacher's competence in the sphere of creating an individualized educational environment as a significant component of his/her professional readiness to act under conditions of diverse educational needs of schoolchildren is proposed. The author's principles that make up the methodology of the study: conceptual unity of the content of professional development for teachers of different profiles; expedient unity of theoretical knowledge as such and ways of their practical use by teachers of different profiles; unity and differentiation of theoretical and operational components of professional development programs that reveal the features of individualization of education for schoolchildren with disabilities. Scientific novelty of the presented study is determined by the development of the author's paradigm of advanced training of teachers from the position of interdisciplinarity and team interaction in the process of creating an inclusive educational environment. The methodology of the study is determined by the principles of conceptual unity of the content of advanced training for teachers of different profiles, the unity of theoretical knowledge and ways of their practical use. This is reflected in the knowledge and operational components of professional development programs, revealing the features of individualization of education of schoolchildren with disabilities in the collegial activity of teachers. Advanced training programs on the issues under study were developed for teachers, teacher-logopedists, educational psychologists and social educators, including integrated and differentiated blocks. The results are characterized by novelty both at the theoretical level in the aspect of the principles outlined above, and at practice level - in terms of operationalization of mastered by teachers’ skills for the individualization of the educational environment for schoolchildren with disabilities.