ВИВЧЕННЯ РІВНЯ ПСИХОЛОГІЧНОЇ ТА ПРОФЕСІЙНОЇ ГОТОВНОСТІ ВЧИТЕЛІВ ДО НАВЧАННЯ ДІТЕЙ З ООП

The article is devoted to highlighting the results of an empirical study of the level of psychological and professional readiness for teaching children with special educational needs. It has been established that for the effective implementation of inclusive education, it is necessary not only to improve the infrastructure and adapt curricula, but also to form appropriate psychological and professional readiness among teachers. The pedagogical readiness of a teacher to work with children with special educational needs includes the presence of the necessary knowledge, skills and abilities for the effective application of inclusive pedagogical methods, adaptation of curricula and materials to the individual needs of students. This also includes the ability to work in a team with other specialists and parents, creating a supportive environment for the development of each child. The psychological readiness of a teacher involves emotional maturity, the ability to empathize, tolerance and understanding of the specific needs of children with special educational needs. It includes resilience to stressful situations, the ability to maintain a positive attitude and maintain students' motivation, contributing to their socialization and emotional development. As a result of the empirical study of the features of the development of psychological and professional readiness of teachers for teaching children with special educational needs, it was found that the majority of teachers have a high level of readiness in inclusive education. However, difficulties were identified in the application of correctional and developmental techniques and adaptation of educational materials, which indicates the need for further professional development of teachers to increase the effectiveness of work in an inclusive environment, as well as the importance of improving psychological readiness for the successful implementation of inclusive education.