TRAINING OF FUTURE PRIMARY SCHOOL TEACHERS FOR THE AESTHETIC EDUCATION OF PRIMARY SCHOOL STUDENTS IN THE CONTEXT OF INCLUSIVE EDUCATION

Abstract

The article actualizes the problem of the aesthetic development of junior schoolchildren with special educational needs (SEN) as an important factor in their socialization and rehabilitation in the educational space of the New Ukrainian School. To achieve the stated goal, a complex of theoretical research methods was used: analysis, synthesis, comparison, and generalization of scientific sources, as well as the method of pedagogical design and modeling. Within the framework of the study, a theoretical justification of the essence of aesthetic education in inclusive settings was carried out, and it was proven that it is not merely the teaching of artistic skills, but an effective space for non-verbal communication and psycho-emotional support for children with various nosologies. The essence and rehabilitative potential of such integrated learning tools as art-pedagogy, music therapy, and fairy-tale therapy were revealed. In the structure of professional teacher training, three basic components of readiness were characterized: the motivational-value, cognitive, and activity-practical components. It is substantiated that the effective preparation of future primary school teachers for the aesthetic education of pupils in inclusive settings requires a systemic modernization of the educational process in higher education institutions. The author conclude that developing the professional readiness of future educators to work in a modern inclusive classroom is possible only through a comprehensive approach that combines updating course content, implementing active learning methods, and targeted organization of pedagogical practice. Based on the conducted analysis, concrete practical ways of training specialists in higher education institutions were proposed. The study determined the expediency of updating the content of educational disciplines; conducting workshops and training on manufacturing adapted didactic materials; and engaging students in conducting integrated lessons and educational events during pedagogical practice in real inclusive primary school classrooms.