International perspectives on training professionals in special and inclusive education

Abstract

The preparation and continuous professional development of specialists in the field of special and inclusive education remain among the most pressing challenges of modern pedagogy. Although many countries have adopted inclusive policies, the level of practical training of educators often does not fully correspond to the complex and diverse needs of students with disabilities. According to UNESCO’s Global Education Monitoring Report (2020), teachers frequently report a lack of methodological knowledge and confidence in working with children who require adapted learning strategies [4]. Similarly, OECD research emphasizes that gaps in teacher competencies reduce the effectiveness of inclusive education and hinder equal opportunities for learners [2].