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  Previous issue (2021. Vol. 19, no. 4)

Autism and Developmental Disorders

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1994-1617

ISSN (online): 2413-4317

DOI: https://doi.org/10.17759/autdd

License: CC BY-NC 4.0

Published since 2003

Published quarterly

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Attitude to co-Education of Children with Disabilities and Healthy Children in Students of Pedagogical Specialties 138

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Simanovskij A.E.
PhD in Psychology, Head of the Department of Special (Correctional) Pedagogy of the Faculty of defectology, Yaroslavl State Pedagogical University named after K.D. Ushinsky, Yaroslavl, Russia
ORCID: https://orcid.org/0000-0002-8294-4915
e-mail: simanovsky@yandex.ru

Abstract
The article examines the attitude of students of pedagogical specialties to inclusive education, examines the causes of negative attitudes and identifies students’ perceptions of the psychological qualities of people who are in favor and against inclusive education. The author’s questionnaire used as a research method. The survey involved students of Yaroslavl State Pedagogical University named after K.D. Ushinsky and Rostov Pedagogical College. The results obtained in the study showed that the majority of students support the idea of inclusive education, and almost all of them are ready to help people with disabilities. The negative attitude towards inclusion in different students has different reasons, in particular, related to problems of healthy students, problems of students with disabilities and problems associated with difficulties for teachers and the lack of conditions necessary for such training. Based on a qualitative analysis of respondents’ opinions, concluded that a positive attitude towards inclusion is often a result of the subjective experience of a student communicating with people with disabilities, and not the result of an objective analysis of the situation in inclusive education.

Keywords: inclusive education, co-education, children with disabilities, inclusive competency, inclusive preparedness of a pedagogue, inclusion advocates, opponents to inclusion

Column: Research of issues of inclusive education

DOI: https://doi.org/10.17759/autdd.2020180103

For Reference

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