PEDAGOGICAL FOUNDATIONS OF AN INCLUSIVE APPROACH IN THE PROFESSIONAL TRAINING OF FUTURE PRIMARY SCHOOL TEACHERS

This article scientifically examines the pedagogical foundations of an inclusive approach in the professional training of future primary school teachers. The study analyzes the essence and content of inclusive education, its main principles, and its role within the primary education system. It also explores the process of developing inclusive competence in future teachers, the relationship between theoretical knowledge and practical skills, as well as issues related to the individualization of the educational process. During the research, students’ attitudes toward inclusive education, their level of knowledge, and practical readiness were studied, and existing problems were identified. Based on the findings, scientific and practical recommendations were developed for the effective implementation of an inclusive approach, improvement of professional training quality, and enhancement of the pedagogical process. This study is of significant importance for the development of inclusive education and the improvement of teacher training systems.