The problem of providing accessible and quality education for children with disabilities studying in rural schools is one of the main tasks of modern education. The need to include all children in the educational process, without exception, makes it relevant to discuss the problem of preparing teachers of rural secondary schools for the implementation of inclusive education. The author of the article examines the training of teachers on the example of one of the rural secondary schools of the Yaroslavl region. The article is presented from the standpoint of the implementation of the requirements for the labor function «Pedagogical activities for the design and implementation of basic general educational programs and adapted general educational programs». It is based on the professional standard «Teacher (pedagogical activity in preschool, primary, general, basic general, secondary general education) (educator, teacher)”. The article actualizes the competencies of teaching staff, which need to be formed to ensure inclusive education, it determines the priority areas of training teachers of rural schools to work in the inclusive educational process: normative; motivational – value; cognitive; procedural – technological; professional and competence. The author describes the components of training teachers of rural schools in the Yaroslavl region to work in inclusive classes: the possibility of mastering special defectological programs of different levels (higher education and master's degree); the possibility of obtaining additional professional education in the form of professional retraining or course improvement of qualifications; internships on the basis of leading inclusive educational organizations; participation in training events at various levels; activities as part of the problem group of the laboratory «Pedagogy of the rural school» of the Scientific Center of the Russian Academy of Education at the YaSPU named after K. D. Ushinsky, participation in implementing innovative projects at the municipal and regional levels.
Teacher Characteristics, Knowledge and Use of Evidence-Based Practices in Autism Education in Ireland
