Research of the readiness of university teachers to implement inclusive educational practice with students with disabled hearing opportunities

Abstract

Introduction. This article discusses the problems of the readiness of university teachers to implement inclusive educational practice with the students with hearing disabilities.Materials and Methods. We used questionnaire on diagnostics of teachers' readiness for inclusion; "Scale of emotional response" (Ваlаnced Emotional Empathy Scale - BEES), (A. Mehrabien, N. Epstein); the questionnaire "Diagnostics of teachers' orientation towards the educational-disciplinary or personal model of interaction with children" (VG Maralov).Results. Thus, the results of the ascertaining experiment make it possible to identify the problems of personal readiness that arise among higher school teachers who have different experience of “implementing” an inclusive culture and practice, and on the basis of this to build programs of psychological (methodological, educational) support in accordance with their request. However, 80.8% of respondents do not see themselves as the center of changes in the educational space of higher education. Only 17.6% of the respondents demonstrate awareness in the aspect of psychological and physiological characteristics of development, the specifics of the communicative and cognitive activity of the deaf and hard of hearing people. 88.2% of the respondents could not name any special educational needs in means of adaptation and rehabilitation of the latter.Discussion and Conclusions. Problems were identified that hinder the development of teachers' readiness to work in an inclusive education. There was a fragmentation of knowledge in the aspect of psychological and physiological characteristics of development, a lack of understanding of the specifics of the communicative and cognitive activity of the deaf and hard of hearing people, pedagogical technologies of working with the hearing-impaired, special educational needs for means of adaptation and rehabilitation. The problems of implementation by teachers of a personality-oriented approach in education, which is a prerequisite for inclusion, have been diagnosed. Thus, the results of the ascertaining research make it possible to identify the problems of personal readiness that arise among higher school teachers who have different experience of “implementing” an inclusive culture and practice, and on the basis of this to build programs of psychological (methodological, educational) support in accordance with their request.