Studying The Readiness Of Teachers For Inclusive Education

Abstract

The relevance of the problem under study is determined by ensuring equal access to education for all students and, accordingly, the children with disabilities in the educational process of general educational organizations. One of the main conditions for the implementation of inclusive education is the professional and personal readiness of teachers to work with children with disabilities. By readiness, we mean a system of integrative qualities, properties, knowledge, and skills of an individual that ensure the effectiveness of pedagogical activity in the context of inclusive education of children with disabilities in educational institutions. One of its components is the cognitive readiness of teachers for inclusive education. This article is aimed at studying the cognitive component of teachers' readiness for inclusive education of children with disabilities. The leading research method is an experimental study and identification of the level of knowledge formation on the basics of special pedagogy and correctional psychology among teachers of educational organizations. In the course of experimental work, a questionnaire was conducted. The participants of the study were teachers of educational organizations. The materials of the article can be useful for specialists in the field of special pedagogy and correctional psychology, as well as for teachers implementing inclusive education.