TRAINING FUTURE SPECIAL EDUCATION TEACHERS IN HIGHER EDUCATION INSTITUTIONS DURING MARTIAL LAW

Abstract

This article examines the challenges of professional training for future special education teachers in Ukrainian higher education institutions under martial law conditions. It highlights the critical need for specialists capable of effective pedagogical work with children who have special educational needs and post-traumatic stress disorder. The purpose of this study is to investigate the unique features and directions of professional training for future special education teachers in higher education institutions during martial law. Based on theoretical and methodological sources, the research characterizes a person-oriented approach, which forms the foundation of the national model for organizing the educational process in higher education institutions. The study identifies key areas of professional training for future special education teachers, emphasizing the unity and interrelationship of educational components within the specialty curriculum and the implementation of cognitive, cultural, and humanistic paradigms in the educational process. The article describes the essential professional competencies that future specialists in special education must possess to conduct pedagogical activities effectively under martial law conditions. It explores the nature of motivational, cognitive, behavioral, value-semantic, and emotional-volitional competencies. The importance of training motivated specialists in the field of special education is emphasized, and the main factors influencing the motivation of future special education teachers in Ukrainian higher education institutions are identified. Key aspects of developing stress resistance and increasing students adaptive potential are highlighted, including: Determining aspects of the formation of stress resistance and increasing the level of adaptation potential of students are highlighted: self-awareness of personal stress reaction, ability to self-regulate, positive thinking, social support, structured educational process, organization of a comfortable learning environment, training in stress management strategies, support during challenging situations.