Pedagogical Conditions for Training Future Teachers of Extracurricular Education to Organize Inclusive Education

The article outlines the essence and principles of inclusive education, as well as the requirements for training teachers of extracurricular education. The main competencies required for a future teacher to work in an inclusive environment are highlighted. The article identifies the key challenges associated with implementing inclusive education in extracurricular institutions: insufficient material and technical resources, the need for teachers to improve their qualifications, and the need for interdisciplinary cooperation. The pedagogical conditions for implementing the methodology for the professional training of future teachers in extracurricular education institutions to organize and implement inclusive education are identified and substantiated. These include: the formation of specialized knowledge on inclusion, practical reinforcement of skills in an inclusive environment, the development of communicative competence, the use of modern inclusive methods and technologies, preparation for psycho-emotional support, the creation of problem situations, subject-subject interaction between the teacher of an extracurricular education institution and the pupil, practice-oriented focus of educational material, the introduction of information and communication technologies into the educational process, and the formation of empathic abilities.