ФОРМУВАННЯ ІНКЛЮЗИВНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНЬОГО ВЧИТЕЛЯ АНГЛІЙСЬКОЇ МОВИ ТА ЗАРУБІЖНОЇ ЛІТЕРАТУРИ В ПРОФІЛЬНІЙ ШКОЛІ НА ОСНОВІ ПРОГРАМНИХ ТВОРІВ АНГЛІЙСЬКОЇ ЛІТЕРАТУРИ СУЧАСНОГО ПЕРІОДУ
FORMATION OF INCLUSIVE COMPETENCE OF A FUTURE TEACHER OF ENGLISH AND FOREIGN LITERATURE IN A SPECIALIZED SCHOOL ON THE BASIS OF THE PROGRAM TEXTS OF ENGLISH LITERATURE OF THE MODERN PERIOD

Summary/Abstract: The relevance of the study is caused by the need for scientific comprehension of the literary problem – the emergence of a “special” person as a new type of literary hero in modern English literature. It is regarded in the context of the moral, ethical and psychological aspects of social adaptation and rehabilitation of a person with disabilities highlighted in the works in order to develop the inclusive competence of future teachers of English and foreign literature in a specialized school. The objectives of the study include a literary analysis of the artistic issues of the works of the foreign literature curriculum in which “special people” appear and the formulation of methodological recommendations on the peculiarities of their discussion and reflection with students of a specialized school. In addition to the knowledge of traditional approaches, a future teacher of English and foreign literature has the opportunity to develop his or her inclusive competence through fiction that raises the themes of confronting illness, the importance of real human relationships, support, mutual assistance, and the power of the human spirit. These are the novels by Ken Kesey “One Flew Over the Cuckoo's Nest” (1962), Winston Groom “Forrest Gump” (1994), Julian Barnes “The Sense of an Ending” (2011), John Michael Green “The Fault in the Stars” (2012), and others. These works are included in the foreign literature curriculum for grades 10-11 of the 2022 standard in the out-ofclass reading block, with the exception of the novel by W. Groom's “Forrest Gump”, which can also be discussed in literary electives or classroom hours devoted to tolerant attitudes toward the disabled people. Discussion of the aesthetic and philosophical content of these works in practical and elective classes in English and foreign literature can become the basis for a discussion about creating a barrier-free social space and accepting diversity. To promote inclusive thinking, the following aspects should be considered, which unite the issues of the analyzed novels regarding stereotypes about people with intellectual disabilities and the types of support provided by modern society to people with special needs. The authors argue that a creative approach to discussing the ethical issues of the selected program works will not only contribute to a better understanding of their content and philosophical and aesthetic significance, but will also help to develop empathy and inclusive competence of future teachers of English and foreign literature in a specialized school.

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