A model of the process of formation of inclusive readiness of students of pedagogical universities

this study aims to develop a model for fostering inclusive readiness among students of pedagogical universities. The research identifies key factors influencing inclusive readiness, including psychological, methodological, and professional components. The study employs a systematic approach, integrating theoretical analysis to construct an effective model for inclusive education training. The proposed model emphasizes the development of competencies essential for working with students with special educational needs, ensuring their full integration into the educational process. The practical significance of the study lies in its applicability to teacher training programs, enabling the development of effective methodologies for inclusive education. The results can be used to improve the professional training of future educators and enhance inclusive practices in educational institutions.

inclusive readiness, pedagogical universities, inclusive education, teacher training, professional competencies, special educational needs, educational integration, methodological approach, empirical research