PROFESSIONAL READINESS OF GRADUATE STUDENTS OF PEDAGOGICAL UNIVERSITIES FOR WORK IN INCLUSIVE EDUCATION

Abstract

The article examines the degree of readiness of future teachers for practical work within the framework of inclusive education, which involves joint education and upbringing of children with disabilities to- gether with their peers. The study assesses the development of key competencies in pedagogical gradu- ates necessary for successful work in an inclusive environment. The article also presents the structural
elements of professional readiness and identifies the challenges faced in preparing future teachers