The main condition for personal and mental development of a child is preservation of speech function or, in case of speech pathology, correction and development of all its structural components as a fullfledged means of communication. The purpose of the study is to scientifically substantiate, develop and experimentally test psychological and pedagogical conditions and methods of formation of speech activity in children with autistic disorders of older preschool age. There were highlighted effective methods for speech activity formation: creation and maintenance of a speech environment; constant speech support of a child; teaching a child to express thoughts in any way possible; use of stimulants and incentives in order to increase motivation for speech activity; use of available child's vocalizations; use of echolalia and a tendency to stereotypical repetition of actions; stimulation of speech activity against the background of emotional recovery; development of speech activity by imitation; activation of passive vocabulary and its gradual translation into active; fostering initiative and desire for self-realization. The indicators of the formation level of speech activity components in EG

The article outlines the main prerequisites for the transformation of modern competences in the training process of preschool education specialists (experience of the United Kingdom, Germany, Ukraine). Differences in the training of future preschool education specialists are found in the structure and content of educational programs (curriculums), namely: the bachelor’s training of preschool teachers is applied in Germany, as well as master’s programs for training of preschool education specialists; the development of new forms and methods of teaching occupies an important place in advancing of professional teacher education in the UK; they make it possible to create the future teachers’ ability for independent and critical thinking, the practical application of acquired knowledge and experience in educational research, role-based and simulation modeling, and creative search. In terms of professional competences, the most advanced training system of preschool teachers is revealed in the UK. However, in Germany, the process of training specialists in preschool education area was determined by institutional decisions, where preschool education was a form of childcare and part of social security. The United Kingdom is characterized by a longstanding tradition of a detailed, comprehensive framework of teacher’s competences for training of preschool teachers. Therefore, one of the core competences is professionalism and standards in combination with such competences, as: values, knowledge and skills. As opposed to Germany and the United Kingdom, in Ukraine the formation of key competences in the process of training specialists in preschool education is primarily based on professional basic knowledge and skills, values and attitudes, motives of pedagogical activity.

The objective of this study is to identify areas of training of teachers, as well as a set of skills needed to work in inclusive institutions, taking into account the criteria of readiness of teachers. The study involved generalization, abstraction, grouping, and survey methods. Grouping the components of readiness of future teachers for preschool inclusive education allowed to identify several basic components: motivational, cognitive, value-content and operational-activity. Also was identified conceptual criteria for the readiness of future teachers, to assess the importance of each of them through a survey. The results of the study have several limitations, in particular insufficiently covered practical component of training of preschool teachers, as well as the limited number of research methods used in this article.

The aim of the paper is to reveal the challenges of implementation of inclusive education in typical rural schools of Ukraine. The authors performed empirical research to identify attitudes of rural school teachers towards inclusive education as well as their understanding of existing barriers and priorities to improve the quality of educational services for students with special educational needs (SEN). To achieve the aim of the research, the following methods have been used: reviewing of psychological and pedagogical literature, questionnaire surveys, quantitative and qualitative analysis of the obtained data. The outlined problem has been theoretically analyzed and the peculiarities and difficulties of teaching students with special educational needs in rural areas have been substantiated. The paper describes survey responses of teachers involved in the inclusive process in rural schools. 192 representatives of different age categories and regions of Ukraine participated in this empirical study. The paper explores questions of effective management of rural schools, professional cooperation in a team of psychological and pedagogical support of students with special educational needs, promotion of inclusive practices via information and communication technologies (ICT) and STEAM-laboratories, cooperation within local communities, introduction of universal design for learning and others. Prospects for the development of rural inclusive schools in current conditions of digitalization of education also have been identified.

The article is aimed to check the effectiveness of the formation of professional competencies of future specialists in preschool education facilities under martial law. A structural-functional model was chosen as an experimental model of competence formation. Methods. The paper used interviewing and testing techniques, the method of expert analysis of students’ educational achievements. To identify the psychological characteristics of students’ educational motivation, we used the method for studying the motivation of learning at a university by T. I. Ilyina. The Welch's t-test and Student's t-test were used to comparing the levels. The results. Professional motives began to dominate in the majority of students (24%) after the end of the first stage of the experiment and the number of students who have formed professional competences increased significantly at the end of the experiment (4.8). It has been proven that the motivational-value component (2,8) plays a key role in the structure of the student’s professional competence. The results of the experiment allow us to conclude improvement of the levels of formation of future educators’ professional competence. The creative component showed special dynamics (58%). Conclusions. Despite the state of war, the structural-functional model demonstrates positive results in the formation of professional competencies. Prospects for further research should focus on the effective methods of organizing the educational process in wartime.

У статті розглядається вагомість сімейного виховання у процесі формування особистості дитини дошкільного та молодшого шкільного віку з особливими освітніми потребами. Представлено характеристику дефініцій «сім’я», «виховання», «сімейне виховання» та особистісної компетентності дитини дошкільного і молодшого шкільного віку. Зазначено, що формування особистості дитини дошкільного та молодшого шкільного віку з особливими освітніми потребами має свої особливості, які необхідно враховувати не тільки в процесі освітньої діяльності, а і у сімейному вихованні, яке забезпечує пізнання навколишньої соціальної дійсності, оволодіння навичками індивідуальної та колективної роботи, залучення до людської культури тощо. Народження дитини з особливими освітніми потребами на різних батьків впливає неоднаково, саме тому важливо розуміти, що така сім’я має особливий статус, оскільки сімейне виховання таких дітей має певні труднощі. Акцентовано увагу на тому, що сімейні стосунки для дитини з особливими освітніми потребами – перший специфічний зразок суспільних відносин, а ефективність формування особистості дітей дошкільного та молодшого шкільного віку з особливими освітніми потребами цілковито залежить від розуміння батьками особливостей дитини, а також змісту виховання, його засобів і методів. Зусилля педагогів щодо залучення батьків дітей з особливими освітніми потребами до корекційно-виховної роботи сприятиме навчанню й розвитку дітей, попередить їхню дискримінацію за ознаками, пов’язаними з тією чи іншою індивідуальною характеристикою дитини чи її сім’ї, яка б морально не пригнічувала ні самої дитини, ні її батьків. Автори вказують на необхідність спеціальної консультативної допомоги для батьків дітей з особливими освітніми потребами, яка полягає у допомозі батькам побачити реальну перспективу розвитку своєї дитини, з’ясуванні можливих труднощів соціального розвитку, які виникають у певні вікові періоди, а також у визначенні своєї ролі у процесі виховання і розвитку дитини.

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