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Clinical Psychology and Special Education

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2304-0394

DOI: http://dx.doi.org/10.17759/cpse

License: CC BY-NC 4.0

Started in 2012

Published quarterly

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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, elsamson@yandex.ru
Melnikova V., Head of Monitoring Studies Department, Institute of Inclusive Education Problems, Moscow State University of Psychology and Education, Moscow, Russia, vviv@yandex.ru
Abstract
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

DOI: http://dx.doi.org/10.17759/cpse.2016050207

For Reference

References
  1. Rossiiskie i zarubezhnye issledovaniia v oblasti inkliuzivnogo obrazovaniia [Russian and Foreign Research in the Field of Inclusive Education], no. 10 / E.V. Samsonova,
    V.L. Ryskina (eds.). Moscow: Forum, 2012, 180 p.
  2. Samsonova, E.V. Podgotovka kadrov dlia inkliuzivnogo obrazovaniia [Preparing Staff for Inclusive Education]. Spravochnik rukovoditelia doshkol'nogo uchrezhdeniia [Reference Manager Preschool], 2014, no. 1, pp. 45–47.
  3. Samsonova, E.V. Otsenka professional'nykh kompetentsii vospitatelei detskikh sadov, realizuiushchikh inkliuzivnuiu praktiku [Assessment of Professional Competence Kindergarten Implementing Inclusive Practices] / S.V. Alekhina (ed.). Sbornik materialov II Mezhdunarodnoi nauchno-prakticheskoi konferentsii [The Collection of Materials of the II International Scientific-Practical Conference]. Moscow: Buki Vedi, 2013, 712 p.
  4. Cagran, B., Schmidt, M. Attitudes of Slovene Teachers Towards the Inclusion of Pupils with Different Types of Special Needs in Primary School. Educational Studies, 2011, vol. 37, no. 2 pp. 171–195.
  5. Florian, L., Linklater, H. Preparing Teachers for Inclusive Education: Using Inclusive Pedagogy to Enhance Teaching and Learning for All. Cambridge Journal of Education, 2010. vol. 40, no. 4, pp. 369–386.
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