Pixel International Conferences

One of the leading trends of modern society is inclusion, from one hand it is considered as the global social idea, on the other hand, can be presented as a widespread educational practice. The conceptual ideas of inclusion consider all levels of education: from working with young children to organizing adult education. Nowadays, universities are becoming centers for broadcasting the ideas of inclusion: students are a unique social group through which the values of inclusive education can be transmitted to the younger generation through a system of extensive personal contacts, as well as to people of more mature age which consist of parents and other relatives. Another significant objective of universities is to train competent specialists who are ready to design their own professional development trajectories in the dynamically changing conditions of the modern labor market. For students with disabilities, designing individual trajectories of professional development is not only an important result of higher education, but also it is a key to the life task, the solution of which will allow them to realize their personal potential, considering individual characteristics and special needs. The readiness of students with disabilities to design individual trajectories of professional development mainly depends on the strategy of implementing the educational program and the level of inclusive literacy of lecturers who are involved in the formation of the competencies of future university graduates. The main purpose of our research paper is to determine the level of inclusive literacy of university lecturers and develop recommendations for its formation in the context of implementing strategies for self-education and organized professional development. The article presents the author's definition of the phenomenon of "inclusive literacy", reveals its content, criteria, and levels of formation; it describes the results of the study about inclusive literacy of 358 university lecturers from Russia and Kazakhstan; also there was identified the lack of the main knowledge-based informative skills and activity-based professionalism of university lecturers which highlighted the need to organize the educational process focused on the formation of the readiness of students with disabilities for designing individual trajectories of professional development; the analysis of modern professional development programs, the content of which can be used to solve the problems of the formation of inclusive literacy of university lecturers; there are various proposed strategies for increasing the level of inclusive literacy of university lecturers which are revealed in the context of solving the problems of readiness of students with disabilities for designing individual trajectories of professional development in the accessible educational space of the university. 

Keywords: inclusive professional education, inclusive literacy of university lecturers, professional development, readiness for designing individual trajectory of professional development.