PERCEPTUAL ABILITIES OF TEACHERS IN INCLUSIVE EDUCATION

Inclusive education means educating all children in the same educational space, including children with special educational needs, and the effectiveness of such an approach puts high demands on the psychological readiness of teachers, as well as on certain professional qualities. One of the most important of these qualities is the teacher's perceptual ability - the ability to notice, correctly interpret and understand the emotional state, needs and individual characteristics of each student, because by "entering the inner world" of the child, the teacher can build a truly individual approach, provide meaningful emotional support and create conditions for the full learning and development of each student. Research of recent years, both Russian and international, proves that teachers' sensitivity, receptivity and empathy are not only a desirable, but also a necessary condition for effective inclusive practice, and therefore, the purpose of the review is to determine how scientists understand and structure teachers' perceptual abilities, what role they play in inclusive classes, and why they are so important in the daily activities of teachers. The article also considers how these abilities are implemented in practice and how they can be developed and supported, and consequently, the review of research from 2016 to 2026 is carried out. The article compares the results of Russian and foreign studies, and it shows the general tendencies and specific approaches in understanding the perceptive competencies of teachers in inclusive education.