Building of Projecting Competence among Future Teachers in the Conditions of Introduction of Inclusive Education.
The relevance of the researched problem is caused by the need of consideration of teachers' readiness for work in the conditions of inclusive education, and change of process of their professional training (on the example of specialists in the sphere of physical education) The purpose of publication consists in the development of pedagogical model of the projecting competence building which will provide effective forecasting, modeling and planning of educational process. The leading approach to the research of a problem is the system based approach which allows us to analyze the process of building of projecting competence as pedagogical system, and on the basis of it to determine its structural and functional characteristics. The results of the research on identification of the relation of future physical education (PE) teachers to a possibility of work in the conditions of inclusive education are provided; the pedagogical model of projecting competence building among teachers including target, substantial, organizational and estimative productive components is offered. Materials of the publication can be useful to the scientists while studying questions of implementation of an inclusive education in the Russian education system, to the specialists who are engaged in the organization of training of future teachers, to the teachers working in the educational organizations of various types, to students of pedagogical higher education institutions. 8238 E. V. KETRISH ET AL In 2012 the Russian Federation ratified the Convention of the UN "On the Rights of Persons with Disabilities" assuming an obligation of implementation of inclusive training of persons with special needs at all education levels. The Federal law "On Education in the Russian Federation" legislatively established the principle of availability of education to persons with special educational needs. "Inclusive education is an ensuring of equal access to education for all students taking into account a variety of special educational needs and specific features" The concept "a student with disabilities" is given in the Federal law "On Education in the Russian Federation" (2012) The student with disabilities is a person having some deformities of physical and (or) psychological development confirmed by psychomedico pedagogical commission, and suppressing the education without creation of special conditions. Educational integration of children with special needs is a world process wherein all advanced countries are involved. A new approach to the organization of education of children with disabilities is brought to life by a set of the reasons which can be designated as a social order of the society and state which reached a certain level of economic, legal and cultural development. Integration is the natural stage of development of the system of special education in any country of the world including Russia which is connected with reconsideration by the society and state of the attitude towards disabled people, with recognition of their rights to achieving of equal opportunities with others in different areas of life, including education (Malofeyev, 2007; Akhmetzyanova Saitgaleeva, 2016) Different importance is given to the child's birth with violations in physical and intellectual development in the existing communities in the world. Even in one society this event can have a set of the values caused by subcultural representations, stereotypes, values which vary both historically, and geographically. J. Newman (1991) believes that the attitude towards people with violations and social policy in relation to them is created as a result of historical processes. The author notes that these processes are directed by philosophical concepts of utilitarianism, humanism and human rights. These concepts were a part of the western culture since ancient times, and nowadays it continues to create its politics and public morals. It should be noted that today in Russia a considerable part of parents of normally developing children doesn't accept the idea about a possibility of inclusion of children with disabilities in regular public schools and kindergartens, and oppose an inclusive education. So, for example, the research concerning the relation of school students with normal development to people with special needs, conducted by A.Yu. Pastorova (2013) showed that indicators of empathy and acceptance of people with special needs among pupils decrease with age, and "it is an evident illustration of the fact that separation of people into "disabled people" and "not disabled people" is secretly acquired by school students in spite of the fact that teachers conduct "kindness lessons" tell about tolerance, and on television there are remarkably shot social videos" Therefore, it is possible to suggest that children adopt segregate attitudes and stereotypes in relation to physically disabled people over adults, and such attitudes throughout school age are successfully fixed in their consciousness. INTERNATIONAL JOURNAL OF ENVIRONMENTAL SCIENCE EDUCATION 8239 In our opinion, such attitude towards children with special needs is connected mainly with the fact that throughout long time these children were isolated from society, being closed in special society, at special social institutes and, in fact, at state ones. Basing on the above mentioned, it is possible to draw a conclusion that there is no right option to which it is necessary to adhere including the parents of children with disabilities. Even inclusive education is not always the best decision and not for all "special" children. Children with the diagnosis "early children's autism" and children with frustration of an autistic range can be an example of that. The main symptoms of this syndrome are violation of social interaction and the broken mutual communication and such children can seldom fit into conditions not only of comprehensive schools, but even special educational institutions. Therefore, it is necessary for them to look for some other options of interaction with society. General education is aimed at healthy children including ordinary teachers and comprehensive schools. Special education includes work with special children, both the school and teachers adapt to them. The integrated education arranges the special child to common education by means of rehabilitation and adaptation. Finally, inclusive education, perceiving the child that which he/she is, adjusts an education system to such children. This type of education assumes several options of realization: classical option of visit of educational institution by the pupil with special needs, home or distance learning (Culms, 2010) Returning to the problem of inclusive education in Russia, it is necessary to notice that efficiency of its implementation depends on: preparation of the qualified pedagogical personnel realizing the social importance of the profession; having high motivation to accomplishment of professional activity; knowing age and psychological features of the pupils with various pathologies of development; and able to realize constructive pedagogical interaction between all members of an educational environment (Hitryuk, 2013; Dorozhkin, Zaitseva Tatarskikh, 2016) We have carried out the multi level analysis of origins of various barriers on the way of development of inclusive education (along with Shumilovskaya, 2011) we allocate the following levels: 1. Macrolevel. The main barriers of this level to the development of educational inclusion are: irregularity of the Federal legislation concerning children with disabilities; discrepancy to its international standards, deficiency of the Federal law on vocational education wherein the legal basis of institute of inclusive education and the principles of the mechanism of creation of economic conditions for implementation of inclusive approaches in education of persons with special educational needs would be accurately determined. 2. Mesolevel. At this level the main barriers on the way of development of educational inclusion are: availability of cultural stereotypes concerning physically disabled people; the unavailability of the developed education system to meet individual needs of every child; lack of special standards of education and variable programs for training of persons with special educational needs; lack of legislated opportunity to provide training of "special" pupils by the individual plan which allows to use the standard educational program adapted for special educational needs of this or that pupil and to apply competence based 8240 E. V. KETRISH ET AL approach in training; lack of programs for support of the persons with disabilities studying in a general educational institution. 3. Microlevel. This level of barriers on the way of development of inclusive approaches in education is connected with activities of the specific organizations and specialists, and certain people. For inclusive education this level serves as the level of psychological acceptance by teachers of educational institutions of the possibility of coeducation of persons with disabilities, their professional goals, stereotypes and actions in relation to a pupil with special needs. It is supposed that children with special needs today are not obliged to study in special educational organizations: at regular comprehensive school they can get not only a better education, but also adapt successfully to life, realize the need for emotional and physical development. Unfortunately, the experience has shown that the question of the organization of development and training of "special" children at public school is still open. It is connected not only with specifics of techniques, but also with unpreparedness of the personnel providing the inclusive educational environment, giving correctional and psychological support to pupils with special educational needs (Culms, 2010) Inclusion in education ass