The model of training future physical culture teachers in individual work with schoolchildren under conditions of inclusion

The article deals with the problem of training future Physical Culture teachers to work within an inclusive education environment. The purpose of the study is to describe the specificity of training future Physical Culture teachers to work individually with schoolchildren within the inclusive environment of the general educational institution; to substantiate scientifically and develop a model facilitating the training of the future Physical Culture teachers in individual work with schoolchildren under conditions of inclusion. The research was carried out using the scientific methods as follows: theoretical (analysis and systematization of information from scientific sources; content analysis of training programs aimed at future Physical Culture teachers in higher education institutions; pedagogical modelling); empirical (specially designed questionnaires, validity test methods developed by the author). The author presents a three-stage (information-orientated, motivation-actualizing and practical-modelling) model of training future Physical Culture teachers in individual work with schoolchildren under conditions of inclusion, the pedagogical conditions for training future Physical Culture teachers in individual work with schoolchildren under conditions of inclusion being the core of the model (reflection of the essence of the phenomenon “inclusion” in the content of comprehensive disciplines; concentration of schoolchildren's research attention on the health-saving segment of the individual work with schoolchildren under conditions of inclusion; involvement of future Physical Culture teachers to develop variable models of individual work with schoolchildren under conditions of inclusion). The efficiency of the implementation of the designated model has been proved. Some positive shifts in the levels of the students' readiness for individual work with schoolchildren under conditions of inclusion were recorded. Let us specify them: the optimal (high) level was demonstrated by 13% of the students (at the ascertaining stage ‒ by 10.3%), the basic (satisfactory) level was demonstrated by 57.6% of the respondents (at the ascertainment stage – by 11.8%), the elementary (low) level was characteristic of only 29.4% of the future teachers of Physical Culture (prior to 77.9%).