The manuscript is aimed at considering the current problem of training the young professionals for professional activities in an inclusive music education. In the course of theoretical analysis of the basics of inclusive educational practice it has been proved that inclusive education is a means of developing the educational system, the purpose of which is to realize the right of everyone to receive quality education according to their cognitive abilities, health and individual educational needs. All mentioned has led to the development of conceptual approaches in this direction and the implementation of experimental research in domestic pedagogical science. An important aspect in the implementation of inclusive education is the appropriate training of teachers, as specialists of all pedagogical specialties, without exception, as they need to have a thorough knowledge of the specifics of teaching students with special educational needs. It has been determined that solving the issue of inclusion for people with special educational needs is one of the urgent problems of art education.
The analysis of the theory and practice of the studied problem have revealed certain contradictions in the system of training future music teachers. Namely the arise between: social order for introduction and realization of inclusive education in domestic pedagogical practice and availability of qualified pedagogical staff for inclusive practice; requirements for consideration of the inclusive component in the development of education and the unwillingness of music teachers to conduct professional activity in the new pandemic conditions; the need to form in future teachers of music art the readiness for professional activity with consideration of characteristics of inclusive education; and the lack of program and methodological materials ensuring its formation among the students at the stage of higher education. Through a thorough analysis of the achievements of scientists in the field of music art, in particular modern scientific literature on various aspects of
training future music teachers and training teachers to work in an inclusive environment, we have identified the criteria for future music teachers’ readiness to work in inclusive education conditions.
In the structure of readiness of future music teachers for professional activity in the conditions of inclusive education, we have distinguished the motivational, cognitive, active and reflexive components. The criteria and indicators of the specified phenomenon have been also determined. Among them: personal-instructional; orientation-informative; operational-procedural and evaluative-corrective. Based on the defined criteria and indicators, four levels of readiness of future music teachers for professional activity in the conditions of inclusive education were identified: high, sufficient, satisfactory and low.
Thus, we have come to the conclusion that the professional activity of music teachers is a purposeful and planned interaction of teachers with students, which regulates the communication of personality with music art based on the complex satisfaction of musical and aesthetic needs, such as the need to express, experience and convey emotionally-image and spiritual-moral content of musical art to others. It contributes to formation, formation, development, and self-development in the process of musical and pedagogical activities.
Keywords: inclusion, inclusive music education, persons with special educational needs, readiness of future teachers of music art, professional activity, levels of readiness.