The article reveals the methodological foundations for preparing future special educators to develop students' perceptual skills in inclusive education settings. The relevance of the problem is determined by the expansion of inclusive practice, the growing complexity of professional functions of the special educator, and the need to develop in students not only general pedagogical inclusive readiness, but also specialized diagnostic and correctional competencies aimed at fostering visual, auditory, tactile, spatial, and socio-perceptual development in learners. Based on an analysis of doctoral research and scientific-pedagogical literature, the article clarifies the conceptual content of future special educators' readiness to develop students' perceptual skills. The structure of this readiness is substantiated, encompassing motivational-value, cognitive, diagnostic-perceptual, methodological-technological, and reflective-correctional components. A logic of technological preparation is proposed for students enrolled in Speech Therapy and related special education programmes: contextual learning, case-based technologies, diagnostic maps, modelling of correctional-developmental situations, practice-oriented assignments, and reflective support. It is concluded that the development of students' perceptual skills must be regarded as an independent substantive direction within the professional preparation of future special educators.
Technologies For Preparing Future Special Educators To Develop Students' Perceptual Skills In Inclusive Education
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