FORMATION OF PROFESSIONAL READINESS OF FUTURE ORTHOPEDAGOGUES BY MEANS OF SPECIAL PEDAGOGY

Abstract

Summary. Relevance. The article addresses the problem of forming the professional readiness of future orthopedagogues within the modern educational paradigm focused on supporting children with special educational needs. The relevance of the study is determined by the increasing demand for specialists who possess a high level of professional competence, interdisciplinary communication skills, cognitive flexibility, and value-based humanistic orientations necessary for working in diverse inclusive environments. Special pedagogy serves as an important resource that shapes the essential components of professional readiness and ensures the holistic development of future specialists.

Purpose. The purpose of the article is to theoretically substantiate and reveal the features of forming the professional readiness of future orthopedagogues for professional activity through the means of special pedagogy.

Methods. The methodological basis of the study relies on the integration of modern scientific approaches—systemic, competence-based, activity-oriented, and learner-centered. General scientific research methods (analysis, synthesis, comparison, classification, generalization) were applied, which enabled a comprehensive examination of the theoretical foundations of professional readiness formation in future orthopedagogues. The theoretical basis includes the works of Ukrainian scholars in the fields of special pedagogy and inclusive education. The conducted analysis made it possible to outline the content, structure, and pedagogical means that ensure the effective formation of future specialists’ readiness for professional activity.

Results. The study identifies key structural components of professional readiness—cognitive, operational-activity, motivational-value, communicative, and personal-reflective—and reveals the role of special pedagogy in their development. The article highlights the effectiveness of correctional-developmental methods, adapted educational programs, special didactic materials, inclusive education technologies, and psychological-pedagogical support as essential tools in preparing future orthopedagogues. The presented tables and diagrams demonstrate the mechanism of readiness formation and reflect the pedagogical conditions that contribute to the development of professional autonomy, reflection, empathy, decision-making skills, and the ability to design individualized educational trajectories for children with SEN.

Conclusions. It is concluded that the effectiveness of training future orthopedagogues largely depends on the integration of content-based, technological, and practice-oriented components of special pedagogy. Such integration ensures a high level of professional competence, readiness to work with children with special educational needs, and the ability to engage in continuous professional self-development within the modern inclusive educational environment.