Abstract
The transformation of the inclusive approach into a priority direction in the modern education system imposes new requirements on the content of professional training of special educators. A special educator working in an inclusive classroom must have not only correctional and pedagogical knowledge, but also the competence to correctly perceive and pedagogically interpret the student's individual developmental state, emotional experiences, communicative needs, behavioral motives, and adaptation to the social environment. An important component of this competence is perceptual skills. Perceptual skills include the teacher's ability to observe the student's personality, understand his verbal and nonverbal signs, adequately assess his psychological state, distinguish individual educational needs, and make pedagogical decisions based on the information received. In the context of inclusive education, these skills are especially important in ensuring the full participation of students with special educational needs in the educational process. Therefore, the methodological, pedagogical and technological preparation of future special educators for the development of students' perceptual skills is one of the urgent tasks of higher pedagogical education. This article scientifically analyzes the theoretical foundations, pedagogical conditions and effective technological mechanisms of this training.