Preparation of future teachers of physical culture for training positive socialization in children with special educational needs

Abstract

The article describes that the main criteria for the socialization of the student’s personality are the development of communication skills, the formation of self-esteem and self-concept, attitude to meaningful activities. Each of the criteria has three levels of development  high, medium and low. It was determined that the modernization of education sets new guidelines for the training of specialists for the general education system who work in conditions of inclusive practice. A special role is assigned to the primary school level of education. It is highlighted that for the development of a child with SEN, it is necessary to create conditions under which he could master the processes related to adaptation and further socialization in educational and extracurricular activities. This is the organization of children’s activities and a specially created environment in the school, built on the unity of all participants in the educational process, as well as the determination of options for their development, the choice of an educational route, the creation of psychological assistance, support and provision in order to overcome the barriers that arise on the way of the child’s development. It is outlined that the educational space of children in the conditions of inclusion should be a special socio-psychological environment of multifunctional interaction, which is built on the principles of complicity, cooperation and assistance, which is the main condition for the effectiveness of the educational process in terms of preserving the psychological health of all subjects interaction, their full development and personal growth. We came to the conclusion that the preparation of future teachers of primary education to work with students with SEN can be effective if, in the process of university training, conditions are created for the formation of professional readiness of future teachers to create joint learning, to build social systems of distributed activity, which requires the availability of means mastering by the teacher of defectological knowledge, own behavior and actions, which can be implemented with the help of the inclusion in the curriculum of integrated educational courses of psychodidactic orientation and early immersion in the professional activity of students in the conditions of various types of practices.