Liliya V. Goryunova

The relevance of the study is due to the contradiction between the objective need of the inclusive education system for teachers who are ready to build partnerships with parents raising children with disabilities and special needs and create conditions for their effective parental participation in their children's school education, on the one hand, and the lack of effective forms of future teachers’ practical training for the inclusive education system that helps them gain experience in partnership with parents raising children with disabilities and special needs, as well as creating conditions for effective school parental participation in inclusive education, on the other hand. The aim of this article is to argue for the actualization of the need to prepare teachers to build partnerships with parents of children with disabilities and special needs and to explore the potentials of the «learning by service» approach in implementing new forms of practical training for graduate students who are ready to create conditions for effective parental participation in teaching their children in the context of inclusive education at school. The leading research methods were theoretical analysis and the questionnaire method for obtaining empirical data. Based on the «learning by service» approach, a form of practical training for teachers on the master's degree program is proposed, which ensures the acquisition of experience working with parents of children with disabilities and special needs. In the course of the study, the results were obtained which help to find out the attitude of parents and teachers to the role of parental involvement in the development of inclusive education. The authors conclude that teachers of inclusive education should be trained at the higher education level to build partnerships with parents of children with disabilities and special needs and to promote their active participation in the process of educating their children in a modern inclusive school. The theoretical and practical significance of the article lies in the fact that it identifies the specifics of parental involvement in inclusive education, actualizes the need to train teachers to ensure it. Based on the «learning by service» approach, a form of practical training for teachers on the master's degree program is proposed, ensuring the acquisition of experience working with parents of children with disabilities and special needs.

The paper is devoted to students’ assistance and support in their professional self-determination. The authors suggest the ways, in which the process of tutor support of professional self-determination of students with use of possibilities of integration of general and additional education and technologies built on the basis of event-driven, student-centered approaches.

The paper presents the material on the organization of magistracy practices. The theoretical basis for the organization of undergraduates with major “Pedagogic education” is the provisions of a practice-oriented approach. A significant mean of implementation of practice-oriented approach in the training of masters is a system of interrelated practices and research of undergradueates.

The article is devoted to the issues of organization of inclusive education in the conditions of functioning of the system of higher professional education. The authors offer a brief description of the project for developing the system of professional training of people with special educational needs in the Southern Federal University