THE INFLUENCE OF THE SUBJECT «INCLUSIVE EDUCATION» ON THE FORMATION OF PROFESSIONAL COMPETENCE AND CIVIC POSITION OF THE FUTURE TEACHER

The article examines the definitions of «inclusion», «inclusive education», «General educational institutions», «a child with special education» needs. The issue of access to education for all regardless of language, nationality and peculiarities in development are one of the most relevant today tasks of the educational space. All civilized countries have realized that every citizen must be useful to his state, namely him contributions to the scientific and technological development of their country, to the improvement of life due to his fruitful work and productive results of his work. And therefore, to achieve this it is necessary that every member of society will receive appropriate education and will find a profession in accordance with the physical, mental opportunities, abilities and to his liking. The goal of the work. Actualize the problem of perception of children with special educational needs of society and determine the role of the teacher in this process, pay attention to the equal rights of all representatives of our society to receive education in Ukraine, in their place of living in accordance with the basic principles of inclusive education, where each child is a person and there is inadmissible discrimination in any of its forms. Methodology. Analysis of the literature on the research topic, systematization, comparison of scientific approaches, concepts, provisions, organization of research (method of observation), generalization of the main concepts to identify the essence of inclusive education and identify recommendations for ways to form professional competence and civic position in future teachers of technological education. Scientific novelty is in the organization of complex influence of pedagogical conditions, theoretical and practical part, independent and individual work at the subject of «Inclusive Education» on consciousness of a student and as a consequence the formation of his professional competence and civil position. Conclusions. Summarizing the above, we can state that inclusive education is actively developing on Ukrainian educational fields. In front of our state there are many different tasks in order to support this process. In our opinion, among the positive experience of development of inclusive education in European countries, the Ukrainian education system must choose the direction that suits best the mentality of our people. And so educators are on the way creating our own system of inclusive education, taking into account experience of foreign countries for psychological and pedagogical support of children with special educational needs