Inclusion in Ukraine has been the national educational policy since 2018. Most of postgraduate educational institutions that provide professional development opportunities, responded to the need for preparing in-service teachers for addressing inclusion-related challenges. Relevant academic modules and courses have been designed and are being delivered all over the country. In the same time, a survey conducted among 136 teachers of English-as-a-foreign-language (EFL) revealed that its results are insufficient for effective teaching. It may be caused by three factors. The first one is the lack of trainers' knowledge, skills and experience of teaching learners with disabilities that influences the quality of professional development. The second one is the segregation mentality that can still be found in educationalists and which explains their unwillingness to accept inclusion of learners with disability. The last reason is the complex nature of a typical professional development course that highlights numerous issues related to language teaching and leaves little time for reflection and practice. Thus, the theoretical input provided cannot result in readiness for inclusion. The present research is aimed at studying the potential of WebQuests as means of EFL teacher training for inclusive instruction of learners with disability. The study has shown that WQs promote the development of teachers' low-order and high-order thinking skills irrespectively of their level (shorter-term or longer-term). Besides, such WQ characteristics as: their practical orientation, holistic, pro-inclusive, comprehensive, proactive and subject-specific nature provide effective preparation for inclusive instruction of learners with disability. Among other benefits of WebQuests is the simplicity of their dissemination among would-be and working EFL teachers.

The aim of the research is to investigate into the factors that promote the formation of would-be English-as-a-foreign-language (EFL) teachers' psychological readiness for teaching learners with disability in Ukraine. According to the results of the literature analysis conducted, teachers' attitude to their work in general depends on such factors as: prompt salary, unbiased appraisals, positive behavior of students, presence of staff rooms, friendly environment, availability of learning resources, small class size, less distance from the school, selecting upper class as target market and teachers' autonomy in choosing methods and forms of work. As for teaching learners with disability, a number of educationalists report that teachers' attitude depends on the severity and type of disability, as well as previous customized psychological and pedagogical training. The research conducted in 2018-2021 in Zhytomyr Ivan Franko State University and engaging 96 Master's degree program students makes it possible to ascertain that would-be EFL teachers' psychological readiness for teaching learners with disability in inclusive setting immediately depends on the prior customized training aimed at preparing students for problem solving in inclusive classroom. The difference in average pre-and post-experimental indices in groups 1 and 2 is 24,4% and 24% respectively, which proves the reliability of obtained results. In the same time this index in group 3 is 29,2% which can be explained by the fact of using the virtual Edmodo classroom interactively: the only variable that distinguished instruction in group 3 from groups 1 and 2 was the application of electronic session tests, case-studies as home assignments after sessions 9-16 and 4 WebQuests suggested to students as alternatives for the case studies. Thus, the systematic application of the mentioned web-technologies in the virtual classroom can be considered an additional factor that promotes the development of would-be EFL teachers' psychological readiness for teaching learners with disability. This conclusion is especially important for distant teacher training practiced by higher educational institutions as new educational reality due to COVID-19 pandemic.

According to Convention on the Rights of Persons with Disabilities, Decree of Cabinet of Ministers of Ukraine «On ratification of organization procedure of inclusive instruction in secondary educational institutions» and the Law of Ukraine «On education», children with special educational needs have a right for decent education on equal terms with others. The main prerequisite to fulfill this requirement is the appropriate training of would-be mainstream school teachers and, in particular, foreign language ones. The article is aimed at finding out what training is currently performed and at conducting the analysis of its conceptual. As the research conducted revealed, since 2013, 14 Ukrainian universities have been providing their students with a module «Catering for special educational needs» as a part of a cross-curricular course the Methods of teaching foreign languages. According to the course curriculum, the module is supposed to include 18 hours and to be delivered on the basis of a content-outline recommended. But academics are supposed to choose sources and documents independently. The search for any conceptual bases of preparing would-be English teachers for working with learners with disability showed no results. Thus, the analysis of researches dedicated to the correspondent training of would-be teachers of other specialties was done. It revealed a number of conceptual ideas applicable in English teacher training. It allows us to offer a conceptual idea of preparing would-be English teachers for teaching learners with disability. The structural components of such training are: motivational (students should acquire humanistic values), content (they must learn information related to the education and assessment of children with disabilities), organizational (they have to master the skills and initial experience of teaching and correctional work) and of control and assessment (students should be able to assess the learning outcomes of students with disabilities in inclusive environment).

Since 2018, inclusion has become an integral part of current educational landscape in Ukraine. Children with various special educational needs are being enrolled into mainstream schools and are to be taught effectively by subject teachers. Thus, the significance of relevant customized teacher training is understandable. In the same time the courses aimed to prepare would-be teachers for inclusion (like the one designed by the author of this article) are mostly classroom-based. Although, in educational conditions created by COVID-19 pandemic it is crucial to adjust them to distance learning format by choosing relevant pedagogical and electronic technologies. The course that has served an example of such adjustment is called «Foreign language education of children with special needs». It has been delivered in Zhytomyr Ivan Franko University since 2018–2019 to master degree students majoring in Secondary education (Language and literature (English)). The course exploits such pedagogical technologies, methods and techniques as: interactive workshops, case studies, Socratic technique, problem-solving and project methods. The chosen ICTs include: online conferences in Zoom, virtual learning classroom in Edmodo, WebQuests in Zunal and interactive exercises in LearningApps. The article analyzes advantages and disadvantages of these electronic means of learning from the perspective of 2 criteria: the possibility to meet all the requirements / solve all the potential problems of instructional process, and to ensure its practical orientation. The conclusion made by the author states that functions of the electronic means mentioned above are sufficient to meet both criteria. Supplementing each other's function these platforms allow academics to organize educational information exchange, control and evaluation both in synchronic and asynchronic modes. The engagement of case-studies as a part of classroom and home assignments serve the basis for quasi-professional activities. The latter provide the practical orientation of the instructional process.

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