Annotation
The article deals with a number of questions about the passage of pedagogical practice by students of secondary vocational education on the basis of educational
organizations implementing the practice of inclusive education, reveals the conditions and a set of measures for the successful implementation of the tasks of pedagogical practice, the conditions of readiness of students of vocational education for practical training, possible points of growth, analyzes research materials on highlighting the features of the passage of pedagogical practice by students of vocational education in inclusive class. The vector of actual problems during the passage of pedagogical practices is highlighted. The purpose of the article is to update the provisions and accentuate significant features in the interaction of students during the internship with students, including students with special educational needs, as well as to assess the degree of understanding by students of the vocational school of the peculiarities of passing pedagogical practice in an inclusive classroom. Methodology and methods. The methodology. The paper reflects a practice-oriented approach to the process of internship by students. The issue of students’ understanding of the relevance of the application of individual and differentiated app roaches to students of inclusive classes is also partially considered. The study involved students of 2–4 courses of the specialty «Correctional pedagogy in primary school». The main results of the study. The generalized research material formed the basis of an analytical reference on the SPO and the preparation of material on the correction of the plan of industrial practice in the specialty «Correctional pedagogy of primary education», as well as changes in the conditions of interaction with the bases of practices implementing inclusive
education. Scientific novelty. The paper considers the issues of understanding the specifics of passing pedagogical practice in an inclusive classroom by students of 3–4 courses of the specialty «Teaching in primary classe» and «Correctional pedagogy of primary education». A number of problems faced by students in educational organizations of practice bases are highlighted. The proposals for the correction of the content of practical practices based on the requests of students are formulated.
The pragmatic significance of the study lies in the possibility of using this material to generalize the general trends in the organization of pedagogical practice in educational organizations implementing inclusive education, as well as to take into account the educational needs of students of secondary vocational education.
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