CRITERIA, INDICATORS AND LEVELS OF INCLUSIVE COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS

The article analyzes the problem of professional competence formation of inclusive class teachers. The analysis of scientific approaches to the definition what constitutes professional teachers' competence, researchers have examined the views of the content, the main structural components and the current state of professional competence of inclusive class teachers. Also, author defines the purpose of publishing in revealing the need to develop professional competence of inclusive class teachers, namely, his deep knowledge in related fields, the ability to use them on every child, revealing the ability of students with special needs, and therefore - to meet their educational needs. In the modern world, especially in Ukraine, the process of introducing inclusive education into the educational space is of great importance, since every child with a psychophysical disability, regardless of health status, physical or mental disability, has the right to study the quality of which should not differ from the education of healthy children. Present-day developments demand that community rethinks the existence and awareness and the necessity of transition to new level of development. The approach changes depending on the leaders' human values, morals and spirituality. It is an accomplished fact that education plays an important role in the future society development, creating stability, prosperity or deep recession. The inability of Ukraine to fulfill educational objectives is accusations from the community. Moral and material society readiness to reforms demands fundamental rethinking of the learning content to direct efforts to bringing up the holistic positive personality. Implementing inclusive education - inclusion in mainstream schools of children with special educational needs and to fit your needs is one of the tools that have a significant impact on the process of society humanization. It is noted in the statutory and regulatory enactments on education reforms that children and adolescents with special educational needs have access to the quality education. In the context of a General socio-economic crisis this problem is solving very slowly, at the same time, the number of people with special educational needs is constantly increasing. According to the statistics, the number of people with special needs represent 15% of the total population of Ukraine. The analysis of implementation ways of inclusive education experts identified several reasons impeding the implementation of this form of training: lack of appropriative teachering staff with special qualification, inability of preparing teaching materials for children and young people with special educational needs in secondary school. The success of creating inclusive educational environment is directly proportional to the level of teachers' readiness, therefore there is an urgent need to find out specifics, structure, components, and place of inclusive competence in the system of professional competence. In an inclusive environment, the teacher himself must have a thorough knowledge of certain potential disabilities of the student who is willing to study in a comprehensive educational institution. Teachers' awareness, willingness to help the student with learning difficulties and a desire to show their abilities make the integrative learning process more effective and successful. Unfortunately, at present, there is no adequate system of professional and educational training for intending inclusive class teachers in Ukraine. Therefore, inclusion of children with disabilities in the education sector usually leads to many contradictions, misunderstandings and problems. First of all, such situations arise from the ignorance of how to do it properly and how to use it to teach students how to make the learning process as efficient and convenient as possible.