The article considers the essence of the process of practice-oriented concept as a principle of the professional training quality of the future specialists. Socialization is singled out and considered through the interdisciplinary concept in professional education. Socialization is defined as a successful component of the future specialists' professional education. One of the ways of professional education of the future specialists is covered — participation in social projects of the higher education institutions. Emphasis is placed on the peculiarities of the socialization and professional education of the future specialists through the social project's organization. The motivational and innovative components of socialization in the professional education of future specialists are studied. The results of the experimental study are described.

The article defines the components of the formation of social competence in children with special educational needs by means of ICT and the peculiarities of the use of information and computer technologies in the education and education of children with special needs from the point of view of compensation of physical disabilities with the help of modern technical means. The legal framework for inclusive education of children with special needs analyzed and the existing technical developments of media applications for the development of children with different nosology's are examined. The current stage of development of special pedagogy and psychology is determined by the search for new ways of social adaptation of children with special educational needs with ICT. Significant progress in the socialization of a child with special educational needs can only achieved with the active involvement of the family, namely parents. The introduction of inclusive education in modern educational institutions, which involves the involvement of parents as active participants in the educational process in the adaptation of children to the requirements of modern society, there is a need for active study of a family raising a child with special needs. Parents' psychological maturity, family ideals, social communication experiences are often crucial in the development of a child with a specific nosology, and ICT tools only facilitate and assist in this variety of technical developments. Formation and development of children with special educational needs of social, information, digital competence by means of ICT is an important component of socialization of the individual. The process of developing social competence in children with special needs with modern ICT tools should include the development of technical programs aimed at ensuring the full development and socialization of the individual, ready for productive interaction with the environment in public life.

Modern higher professional education only stands on the threshold of reforms, related to the educational guidance aimed at the development of soft skills which are in demand in the international labour market. The basis of modernization consists of innovative transformations of constituents of the educational system, including continuous on-line education, blended learning. The development of universal «Soft skills» among the students of socionomic professions enables developing in a professional direction, building a career, and afterwards getting work in a successful organization.

The article analyzes the technology for forming professional reflection in future social work educators in a higher education institution. Given technology is described as scientific and theoretical basis for the optimal implementation of the tasks of professional training. This technology is considered as a set of regular, functionally related components which presents an integral system. Selected components in technology are divided into some blocks (goal-oriented, functional, informative, organizational, productive). This components provide an opportunity to represent more clearly the purposeful process of forming professional reflection in future social work educators in the higher education institution. They highlighted how social work educators' future work in agencies help them to operationalize social work values and ethics, develop an awareness of themselves as social workers, and enhanced their confidence.