Abstract
The field of special education requires special competence from defectologist-teachers and readiness to apply individualized teaching and support methods, which represents an important topic for scientific research. The aim of this research is to analyse the characteristics of future professional activities and the process of competence development in future defectologist-teachers. The following research methods were used: observation, questionnaires, surveys, as well as an experiment, which included tasks for developing individualized educational programs, creating adapted educational materials, and developing correctional work methods. As a result of this research, it was established that the idea of inclusive education lies in providing equal opportunities for all students, including those with special needs and individual requirements. This includes creating supportive environments and communities where every student feels accepted and included. Teachers, especially defectologist-teachers, play a key role in implementing this concept. This research introduces a novel approach to preparing defectologist-teachers by integrating real-world simulations and targeted interventions aimed at enhancing their readiness for pedagogical activities in inclusive educational settings. The study is particularly relevant in the context of evolving educational policies and the growing demand for skilled professionals capable of addressing the diverse needs of children with special educational needs. To enhance the applicability and actionability of the findings, the study could adopt a more focused approach by concentrating on specific factors influencing defectologist-teacher readiness.