Readiness of secondary school teachers to work in a virtual inclusive environment

Abstract

The article reports on the organization, content and results of the study, the purpose of which was to study the readiness of teachers to solve professional problems in a virtual educational inclusive environment. A questionnaire was prepared, including 6 blocks of questions. The study participants were 618 teachers of secondary schools located in different regions of Russia. It was found that the transfer of inclusive practices into an electronic information educational environment became a necessary measure during lockdown periods. Teachers were not ready to develop and support inclusive practices in a virtual educational environment. Among the barriers to the development of inclusive education in a virtual environment, teachers attributed the lack of knowledge and experience of teaching students with disabilities online, the lack of a professionally created IT infrastructure of the school, low media literacy of participants in the educational process, and some others. The teachers do not take into account the possibilities of the electronic information and educational environment for organizing the interactions of students with normal and impaired development, as well as for providing personalized correctional assistance to schoolchildren with disabilities.