Features of Preparing Future Teachers for Work in an Inclusive Educational Environment

Abstract

The purpose of the study: to determine the specifics of preparing future teachers to work in an inclusive educational environment. This study used standard systematic review procedures that include transparent and principled methods for identifying, describing, evaluating, and comparing studies on a specific research issue. A teacher of inclusive education in an educational context represents one of the specific educational resources that, in the context of his specialty, supports, jointly and in the logic of involvement, another student's teachers in defining strategies for pedagogical differentiation and adaptation of curricula, in strengthening learning and in defining various means of motivation, representation and expressiveness. Within the framework of quality educational equity, education systems must not only manage diversity, but also apply a set of appropriate practices and strategies. It is proposed to invest in this area in the curricula of the schools being certified, and tools should be developed at the research level to assess the model that emerges from this review.