The purpose of the article: to substantiate the urgency of the problem of providing rural schools with qualified teachers; to characterize digital innovations and their use in rural education in the conditions of COVID-19; to analyze the difficulties and prospects for preparing teachers for the use of digital technologies in distance learning in rural remote schools. The following research methods were used: analytical, empirical, and mathematical statistics. Theoretical analysis of the state of the problem in pedagogical science, in particular, the introduction of digital innovations in the educational process is outlined as a necessary condition for sustainable development of rural education. The results of an empirical study conducted among future teachers on their readiness to work in the future in rural areas are presented. A gap was revealed between young teachers’ professional expectations and real school practice in remote rural schools. Emphasis was placed on the necessity to ensure cooperation between schools, parents, the public, and local businesses to improve the quality of rural education.

Abstract. The article emphasizes that the urgent need today is to create the necessary conditions for meeting the needs of each child, regardless of its capabilities and other factors in realizing its potential, bringing benefits to society, and feeling that it is a full citizen. The author analyzes the main problems concerning the implementation of inclusive education at the present stage, examines the state of the problem's coverage in scientific works and normative-legal documents. The author focuses on a special place in the process of creating a comfortable environment for teaching children with special needs of psycho-diagnostic tools and correctional programs that need to be adapted. The article emphasizes that compliance with a number of requirements can increase the efficiency of the process of inclusive education in a comprehensive educational institution; outlines the main conditions for improving the quality of provision of educational services for children with special needs.

In the article the results of theoretical research of the problem of forming a tolerant attitude towards people with special educational needs (SEN) are substantiated, defining the essence of the basic concepts of the research, psychological approaches to understanding the content and levels of tolerance. The following research methods were used: study of psychological and pedagogical literature, media monitoring, questionnaires and mathematical statistics. The results of an empirical study involving 226 respondents representing general secondary and higher education institutions in different regions of Ukraine are presented. The cases of disability discrimination in inclusive education were identified and the most effective measures for the formation of tolerant social attitude towards them were outlined. Based on the analysis of media resources, examples of intolerance in inclusion in different countries of the world are given, as well as dominant gender, racial or socio-cultural stereotypes that serve as barriers to inclusion. The emphasis is placed on the need to create an inclusive educational environment where all students can feel psychological comfort, understanding and mutual respect based on the generally accepted principle of tolerance – all students should study at regular educational institutions, despite difficulties or differences between them. The necessity for proper conditions for effective educational or correctional and developmental work with people with SEN, taking into account the adaptive nature of people from socially vulnerable groups, as well as mental, gender, ethnocultural characteristics of society has been proved.

The article describes the peculiarities of the teacher's activity in the process of correction of speech disorders of younger students and their overall development. Various approaches of scientists to the content of communicative activity of a person are described, its components are defined, the stages and components of the process of formation of communicative skills of younger students with speech disorders are outlined. Emphasis is placed on the need to differentiate the concepts of “communicative competence”. The author states that the development of communication skills of younger students with speech impairment is the main task not only of speech therapist, school psychologist, but also of the team of specialists of the educational institution. It is substantiated that the development of communication, speaking and communication skills is one of the prerequisites for comprehensive personality development.

Стаття розкриває проблеми духовно-педагогічної підтримки та розвитку учнів з особливими освітніми потребами, інтеграції інклюзивної освіти і духовності на сучасному етапі. Акцентовано увагу на недостатній кількості досліджень з означеної проблеми, а зокрема галузі освіти дітей з порушеннями розвитку. Наголошено на важливості духовного аспекта та його впливі на якість життя особистості у контексті емоційного та фізичного благополуччя, взаємовідносин та соціальної інтеграції. Розкрито зміст духовності як невідʼємної складової гармонійного розвитку особистості. Проаналізовано духовність як джерело соціальної та психологічної підтримки дитини з особливими освітніми потребами. Запропоновано ефективні шляхи практичної діяльності педагогів щодо духовної підтримки учнів з особливими освітніми потребами.