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The Willingness of Teachers of Educational Organization to Work with Children with Disabilities as a Key Factor of Success of an Inclusive Process 3393
Samsonova E., PhD in Psychology, Head, Scientific and Methodological Center, Institute of Inclusive Education, Moscow State University of Psychology & Education, Moscow, Russia, firstname.lastname@example.org
Melnikova V., Head of Monitoring Studies Department, Institute of Inclusive Education Problems, Moscow State University of Psychology and Education, Moscow, Russia, email@example.com
The article presents data from the study aimed at determining readiness of teachers to implement inclusive education. The study examines the personal characteristics and activity-readiness of teachers to include "special" child in inclusive education process. The study was conducted in secondary school number 547 in Moscow. The total sample presented the teachers of the two schools that are part of an educational complex. These studies lead to the following conclusions: 1) there is lack of informational readiness of teachers to work with children with disabilities; 2) only half of the teachers demonstrate an understanding of the values of inclusion; 3) only half of those teachers who understands the value of inclusion, are ready to implement it in their own practice; 4) those teachers who share the principles of inclusion, understand the need to change their work in the process of organizing a joint education of children with disabilities and age norm, they also understand the necessity for training in inclusive education.
Keywords: inclusive education, professional readiness of secondary school teachers for inclusion, the success of an inclusive process, personal readiness, active willingness
Column: Applied research