PRACTICAL AND THEORETICAL MECHANISMS OF IMPROVING THE METHODOLOGICAL TRAINING OF A FUTURE PRIMARY TEACHER IN THE CONDITIONS OF INCLUSIVE EDUCATION

This article analyzes the theoretical and practical mechanisms of improving the methodological training of a future primary teacher in the conditions of inclusive education. The study reveals the modern requirements of inclusive education, the role of an individual approach, differentiated education, universal design and a competency-based approach in the pedagogical process. It also substantiates the effectiveness of the educational-modular system, pedagogical practice, reflective analysis and interactive methods that serve to develop the methodological training of future teachers. Along with theoretical approaches, the article discusses the issues of adaptation of teachers to an inclusive environment, identification of individual needs of students, development of adapted educational materials and improvement of the assessment system based on the results of practical experience.