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The Readiness of University Professors to Work with Students with Disabilities 398
, PhD in Psychology, Head of the Department of Social Work, Pedagogy and Psychology, Dostoevsky Omsk State University, Omsk, Russia, firstname.lastname@example.org Koziej S.
, Doctor of Education, Dean of the faculty of Pedagogy and Art, Jan Kochanowski University in Kielce, Poland, email@example.com
The article presents the results of the study of the University professor’s readiness to work with students with disabilities. The readiness of the University professors to work in the system of inclusive education considered by the authors as a complex integrative professional and personal formation. It consists of three interrelated components: cognitive, affective and behavioral. Behavioral is one of the conditions for the success of teaching students with disabilities in high school. In other words, the effective professional activity of a University professor is facilitated by the knowledge of the students’ personality and their health features, positive attitude, acceptance and experience of interaction with them. In the framework of the study, 119 university professors of Russia, Belarus and Poland surveyed. The results allowed to determine the degree of readiness of University professors to work with students with disabilities and, as a result, demonstrated the need for developmental correction of each of the three components of this readiness.
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