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

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.

1. Ageeva I.A. Uspeshnyi uchitel’: treningovye i korrektsionnye programmy. Saint-Petersburg: Rech’, 2006. 208 p. (In Russ.).
2. Alekhina S.V., Alekseeva M.A., Agafonova E.L. Gotovnost’ pedagogov kak osnovnoi faktor uspeshnosti inklyuzivnogo protsessa v obrazovanii. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2011, no. 1, pp. 83–92. (In Russ.).
3. Akhmedov T. Prakticheskaya psikhoterapiya: vnushenie, gipnoz, meditatsiya. Moscow: Torsing, 2003. 448 p. (In Russ.).
4. Bogomolova E.A., Podol’skaya I.A., Spizhenkova M.A. (eds.). Informatsionno-metodicheskoe soprovozhdenie inklyuzivnogo obrazovaniya. Metodicheskie rekomendatsii dlya pedagogov doshkol’nykh i shkol’nykh obrazovatel’nykh organizatsii. Kaluga, KGU im. K.E. Tsiolkovskogo Publ., 2013. 44 p. (In Russ.).
5. Kopytin A.I. Rukovodstvo po gruppovoi art-terapii. Saint-Petersburg: Rech’, 2003. 320 p. (In Russ.).
6. Voznyak I.V, Uzyanova I.M. (eds.). Psikhologo-pedagogicheskoe soprovozhdenie deyatel’nosti uchitelya: monitoring, analiz, konsul’tatsii, elektronnyi diagnosticheskii kompleks. Volgograd: Uchitel’, 2015. 150 p. (In Russ.).
7. Filina S.V. O sindrome professional’nogo vygoraniya i tekhnike bezopasnosti v rabote pedagogov i drugikh spetsialistov sotsial’noi sfery. Shkol’nyi psikholog = School Psychologist, 2003, no. 36, pp. 12–13. (In Russ.).
8. Vopel K. W. Chtoby deti byli schastlivy: psikhologicheskie igry i uprazhneniya dlya detei shkol’ nogo vozrasta. Moscow: Genezis, 2006. 255 p. (In Russ.).