The article deals with research on inclusive space in children’s inclusive literature. Today creating a Ukrainian inclusive educational environment is an important issue. However, a friendly space is as important as a friendly society. Inclusive literature, in particular literature for children, contributes to creating a friendly community. The peculiarities of the Ukrainian inclusive environment in the literary context are considered on the example of the book for children by Oksana Drachkovska “Non-jumping Bunny and his Brave Mother”. The aim of the writer and, accordingly, Mother Zaichykha from the given tale is to solve problems when creating such an environment. It is the environment where all children study together according to general education programs. The author creates an outstanding example of inclusive space where it is comfortable and good for everyone.

The article deals with modern strategies for working with literature in the future teachers’ training process, especially in work with tales. Suggested technologies make it possible to move away from traditional text analysis, to offer interesting interpretations as well as to focus on details. A text comes to life as it receives new interpretations, and visual ones complement the verbal content. This strategy helps make the reading more stimulating. It helps unleash and develop students’ analytical and creative potential: interpret scientific texts, create a lapbook and scrapbook. The examples are discussed on the material of Baum’s tales, “American Tales”, which is a fascinating and original phenomenon of American literature for children, and it provides a considerable space for interpretation. These tales are bright, interesting, and funny and allows to suggest to play with text, details, characters. Such game is impossible without attentive reading and understanding the main ideas of the text. The authors of the given manuscript recommend the following methods of working with texts as calligrams, hero pyramid, mind mapping, six thinking hats by E. Bono, etc. As a result, students begin to read literature more carefully, pay attention to details and better memorize certain episodes. The success of applying holographic technologies in dealing with literature is proved. Thus, the following skills like reading, creative thinking, critical thinking, the ability to express thoughts have been developed as well as the fear of misinterpretation of texts has disappeared.

The purpose is to determine the effectiveness of distance assessment, positive and problematic positions on the introduction of distance assessment in European higher education. The basic method of the research is the experimental method; empirical, statistical and theoretical methods have been also used. In order to carry out diagnostics on the effectiveness of the research, the survey method has been used. The basic hypothesis lies in the fact that changes in the students’ assessment system are positive, adaptable; prepared and properly implemented system will provide quality and objective control of knowledge and skills of students. The result of the research is proving of the effectiveness and prospects of the assessment system in the context of distance education; along with this, the difficulties and shortcomings are insignificant.

The article outlines the scientific approaches to applying pedagogical innovative technologies in teaching foreign languages for professional purpose; it was revealed the essence of the concept "pedagogical technologies" and its multiplicity and complexity has been proved. Competence oriented technologies are considered as a way to implement a system of successive deployment of educational activities aimed at the future profession and put the personality of the learner in the centre of the entire educational system, assure comfortable, nonconflict and safe conditions for his development and realization of his natural potential. It is stated that during the process of training future specialists by means of the foreign language for professional purposes technologies are similar and classified according to certain features and properties as for goals, content, forms, methods and means of learning. They promote professional mobility and adaptability to socioeconomic changes and individual peculiarities of future professionals. All of them are applied at the foreign language lessons according to the topics, goals and requirements specified in the state standard of higher education and foreign language for professional purpose programs. The main tasks and methodical techniques used at the lessons forming foreign language professional competencies have been characterized. The article notes that development of foreign language communication skills by means of learning technologies includes the development of speech, language, socio-cultural, educational and cognitive competences. The main effective methods and interactive forms of education organization have been given and their importance to develop communicative, organizational and professional skills has been defined.