Digital technologies in training future social-interaction professionals for the organization of inclusive education
DOI:
https://doi.org/10.46502/issn.1856-7576/2025.19.04.8Keywords:
inclusive educational environment, digitalization of education, digital technologies, principles of inclusive education, future social interaction professionalsAbstract
The article describes the main criteria for a barrier-free inclusive educational environment; identifies special features of an inclusive educational environment; and considers the principles of inclusive education and general didactic principles of training for the high-quality functioning of an inclusive educational environment. A research and experimental verification of the effectiveness of implementing a system for training future social interaction professionals to work in an inclusive educational environment through the use of digital technologies in working with children with special educational needs has been developed and conducted. The most important areas of using digital technologies to organize children's education in an inclusive educational environment have been considered. The advantages of using the developed system are listed. The effectiveness of the experimental study of the developed effective author's system is confirmed by reliable indicators, which have been verified using mathematical statistics methods. Respondents in the EG group showed a more significant increase in the formation of all levels of the studied components of the readiness of future social interaction professionals to work in an inclusive educational environment, and the use of digital technologies in working with children with special educational needs, than in applicants in the CG group.
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Copyright (c) 2025 Liliia Filiuk, Оlha Hubar, Viacheslav Shapochka, Kateryna Shapochka, Svitlana Titarenko
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