The Program of Psychological and Pedagogical Support in the Conditions of the Formation of Teachers’ Readiness for the Implementation of Inclusion

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Abstract

The support program is dedicated to the problem of psychological and pedagogical readiness of secondary schools’ teachers for the implementation of inclusive education for children with disabili-ties. The article touches on topical problematic issues that relate to the professional difficulties of a teacher of a mass school, associated with a lack of knowledge about the specifics of the develop-ment of children with special educational needs, methods and technologies for working with them, as well as the psychological difficulties of their emotional acceptance. Particular attention is paid to the development of a system of comprehensive support for teachers entering the inclusive process. The purpose of the psychological support of teachers is to provide psychological support within the framework of inclusive education (innovative activity) and the formation of the teacher’s psychologi-cal readiness for the implementation of inclusion.

General Information

Keywords: inclusive education, children with disabilities, psychological readiness of a teacher to implement in-clusion

Journal rubric: Scientific Validity of the Practices of Psychological and Pedagogical Work with Childhood Implemented in the Education System

DOI: https://doi.org/10.17759/bppe.2020170407

For citation: Melnik O.V. The Program of Psychological and Pedagogical Support in the Conditions of the Formation of Teachers’ Readiness for the Implementation of Inclusion [Elektronnyi resurs]. Vestnik prakticheskoi psikhologii obrazovaniya = Bulletin of Psychological Practice in Education, 2020. Vol. 17, no. 4, pp. 68–77. DOI: 10.17759/bppe.2020170407. (In Russ., аbstr. in Engl.)

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Information About the Authors

Olesya V. Melnik, Teacher-Psychologist, Gymnasium of the city of Maloyaroslavets, Maloyaroslavets, Russia, ORCID: https://orcid.org/0000-0002-3390-8803, e-mail: olesy-melnik@mail.ru

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