The article contains the results of research on the use of visualization in the training of University teachers (development of digital literacy). The paper describes the concept of visualization, its main levels (visualization of data, information, knowledge), briefly describes the proposed course, assessment parameters before and after participation, and summarizes the results of the study. The paper also reflects the results of a survey of students who study with these teachers and heads of educational organizations in order to identify possible changes in the professional activities of teachers who have completed the proposed course. The results of the study confirmed the effectiveness of using visualization in improving the quality of professional activity of teachers, and significant differences were found in the assessment of teachers ' attitude to innovation and work in the digital environment before and after the course. According to the results of the study, the features of the use of visual technologies in the training of teachers and the development of their digital literacy were highlighted.

The Journal is included in the List of Russian peer-reviewed scientific journals where main scientific results of theses for Degrees of Candidate of Science and Doctor of Science should be published (Date of inclusion edition in the List 01.12.2015, ¹ 678)

The article systematizes the main approaches and practical directions of implementation of inclusion in the educational environment (diagnostic, social, installation, resource, differentiated, dynamic, system, conductive, axiological approaches). Among the materials of the work there is a description of the key components of the implementation of inclusive theory and practice in the digital environment, an analysis of the key directions in working with students with special educational needs. The work contains the result of systematization of the use of inclusion in different approaches, taking into account all the subjects of the educational space in the context of different planes, including taking into account the possibilities of using visual technologies of work in the digital space. The article describes the results of the use of visual technologies (mind maps, scribing, crossence) in the digital environment in order to optimize the inclusive practices of the educational space, in particular, describes the results of native teaching of children without special educational needs and their parents to participate in inclusion, its support in mass schools. The use of visual technologies was effective – interest in the problem increased, and parents and children were actively involved in the discussion. All this allowed us to conclude that working in a digital environment using visual technologies is a simple and mass way to involve people in the problems of implementing inclusive practices.

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