Professional Training of Future Bachelor's Degree Students for Pedagogical Activity in the Context of Inclusive Education

Abstract

This article is devoted to the analysis of the system of professional training of bachelor students in pedagogical specialties for work in the context of inclusive education. The relevance of the topic is determined by the humanization of the educational paradigm and the legal recognition of the rights of children with disabilities and special educational needs to receive quality education in mainstream schools. The paper examines the concept of “inclusive readiness” as an integrative personal quality that includes motivational, cognitive, and activity-based components. The main contradictions between social demands and the actual competency level of university graduates are analyzed. Particular attention is paid to effective educational technologies, such as the case study method, game-based simulation, and practice-oriented internships. The author emphasizes the importance of developing value-based attitudes and emotional acceptance of children with special educational needs. The research findings confirm the necessity of transitioning to a comprehensive training model that combines the study of specialized disciplines with extensive practical preparation in an inclusive educational environment. The article also provides recommendations for improving bachelor-level curricula.