TEACHERS’ READINESS TO CREATE A PSYCHOLOGICALLY SAFE INCLUSIVE EDUCATIONAL ENVIRONMENT

Abstract

The integration of our country into the European educational space requires the readiness of the teacher to organize the educational process adapted to the mental and personal development of students with special educational needs. A teacher should be a coordinator, a mentor, a manager, an observer, a psychologist at the same time. That is why the teacher needs to focus on inclusive values, building a comfortable environment for every student. Inclusive education is the responsibility of every teacher – he must teach all students, and therefore must have certain relevant competences, knowledge and skills. The article substantiates the importance of teachers’ readiness to create a psychologically comfortable inclusive educational environment. The need for appropriate psychological and pedagogical training of the teacher for the conditions of inclusive education is emphasized, since the basis of such education is differentiated learning, which requires from the teacher skills, flexibility, the ability to feel the needs of students, understand their opportunities and motivation for learning, the ability to allocate roles for each of the participants educational process. The author draws attention to the fact that modern education is not yet sufficiently focused on research on the use of information and computer technologies in working with children with special educational needs. The main criteria for teachers’ readiness to create an educational space for students with special educational needs are highlighted.