Abstract
With the spread of inclusive education, new requirements are imposed on a teacher, including their readiness to teach, educate, and help with the development of children with special educational needs. Scholars recognize the need to amend the training of general education teachers (primary school teachers and subject teachers) to form their readiness to teach school children with disabilities. The study presents an analysis of modern Russian research on this issue using methods of analysis, systematization, and comparison of modern approaches to teacher training for inclusive education of children with disabilities. The study reveals Russian scholars’ understanding of the term “readiness for inclusive education of children with disabilities” and a list of professional and personal qualities, value-semantic guidelines, and professional competencies that an inclusive education teacher should have. Scientific approaches to the training of such a specialist (competency-based, integrated) and proposed forms of education are critically analyzed, and issues of content and new technologies used in preparing a teacher for this type of professional activity (contextual, project-based learning) are considered. The study reveals the shortcomings of the modern situation in the preparation of a general school teacher for inclusive teaching of children with disabilities, and the authors’ view on changing the form of such training is proposed. As a result of the analysis, prospects for further research in the field of teacher training for inclusive education of children with disabilities are highlighted.
Highlights
The introduction of inclusive education into modern school practice is one of the leading trends in educational policy in different countries
There is a need for changes in teacher training for general education schools since quality inclusive education can only be provided by a teacher prepared for this process
The analysis of the studies showed that Russian scholars consider the need to prepare children with special educational needs for inclusive education as teachers of a general education school [2, 6, 13,14,15,16], as well as special educators and psychologists [1, 3, 17]
Summary
The introduction of inclusive education into modern school practice is one of the leading trends in educational policy in different countries. Modern teachers have little knowledge of technologies that ensure the quality of the development of educational programs by students with disabilities and experience a lack of knowledge in the field of formation of an inclusive culture. There are different models of teacher preparation for work in an inclusive school: teachers take one or more training courses [7, 8] or practices in special schools to provide teachers with an opportunity to get acquainted with students with different learning needs [9] These internships allow teachers to view all children as learning-capable before training [10]. To form a professional attitude of future teachers to the inclusion of children with special educational needs in the educational process, volunteer activities, participation in programs of public organizations, and other events that involve interaction with people with developmental disabilities are used [11, 12]
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