FORMATION OF INTERACTION SKILLS OF STUDENTS OF PEDAGOGICAL INSTITUTIONS IN THE CONTEXT OF STUDYING THE EDUCATIONAL COMPONENT «FUNDAMENTALS OF INCLUSIVE EDUCATION»

The article comprehensively investigates the problem of forming effective interaction skills among students of pedagogical institutions of higher education in an inclusive educational space. The relevance of the study is justified by the steady trend towards the humanization of society and education in Ukraine, the legislative consolidation of the principles of inclusion (in particular, the Laws of Ukraine "On Education", "On the Fundamentals of Social Protection of Persons with Disabilities in Ukraine", the National Strategy for Creating a Barrier-Free Space in Ukraine for the Period Until 2030) and the urgent need for highly qualified teaching staff capable of working successfully in an inclusive environment. An analysis of scientific and pedagogical literature on the theory of pedagogical interaction, problems of inclusive education, and professional training of teachers for working with children with special educational needs was conducted. The results of the analysis confirmed significant scientific interest in the mentioned issues, while at the same time revealing insufficient development of theoretical and methodological principles for the formation of interaction skills in future teachers in the context of inclusive education, which necessitates further scientific research.The purpose of the study was to identify and theoretically substantiate the leading pedagogical conditions for the formation of interaction skills of students of pedagogical institutions of higher education in an inclusive space, as well as to develop practical recommendations for their formation in the process of studying the discipline "Fundamentals of Inclusive Education". The authors propose five key pedagogical conditions, identified on the basis of theoretical analysis: providing in-depth theoretical and methodological training in the basics of inclusive education and cooperative pedagogy; creating authentic learning situations that simulate a real inclusive space; ensuring interdisciplinary integration of knowledge about the development characteristics of children with special educational needs; creating opportunities for direct interaction between students and children with special needs and other participants in the inclusive process; ensuring students' reflection and self-assessment of their own experience of interaction.The importance of a comprehensive approach to the formation of interactive competencies of future teachers is emphasized, which involves combining theoretical knowledge with practical experience, interdisciplinarity, and the development of reflective abilities. Promising directions for further research studies aimed at developing and experimentally testing the effectiveness of methodological systems, studying the impact of various forms of practical training, researching communicative competence, and analyzing the impact of personal qualities have been identified. The results of the study confirm the relevance of the problem and outline ways for further scientific research to improve the quality of training of pedagogical personnel to work in an inclusive educational environment.