Skip to Main Content

Clinical Psychology and Special Education
2016. Vol. 5, no. 2, 97–112
https://doi.org/10.17759/cpse.2016050207
ISSN: 2304-0394 (online)

The Willingness of Teachers of Educational Organization to Work with Children with Disabilities as a Key Factor of Success of an Inclusive Process

 
Audio is AI-generated
3359

,

PDF (RUS)
Online translation in english
GS
Information
in Google Scholar
Metrics

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.

General Information

Keywords: inclusive education, professional readiness of secondary school teachers for inclusion, the success of an inclusive process, personal readiness, active willingness

Journal rubric: Applied Research

OpenAlex citations: 9

OpenAlex topics: Collaborative Teaching and Inclusion, Disability Education and Employment, Psychology of Development and Education

Information about the work in OpenAlex

Number of citations: 9

Topics

Collaborative Teaching and Inclusion

This cluster of papers focuses on the practice of co-teaching in inclusive classrooms, particularly in the context of special education and the role of paraprofessionals. It explores collaborative teaching strategies, student support, professional development, and inclusive education practices.

Number of works: 46039  |  Total number of citations: 308817

Topic detailsв OpenAlex

Disability Education and Employment

This cluster of papers focuses on the transition to employment for individuals with disabilities, exploring factors such as self-determination, universal design for learning, employment outcomes, transition planning, post-school success, disability disclosure, workplace accommodations, inclusive higher education, quality of life, and vocational rehabilitation.

Number of works: 54238  |  Total number of citations: 398673

Topic detailsв OpenAlex

Psychology of Development and Education

This cluster of papers explores various aspects of psychology in education, focusing on topics such as the Zone of Proximal Development, inclusive education, cultural-historical theory, educational environment, psychological well-being, teacher training, learning motivation, adolescent development, social cognition, and digital learning. The papers delve into the intersection of psychology and education to understand the developmental processes and challenges in educational settings.

Number of works: 77596  |  Total number of citations: 232137

Topic detailsв OpenAlex

Work details in OpenAlex

Article type: research article

DOI: https://doi.org/10.17759/cpse.2016050207

Published

For citation: Samsonova, E.V., Melnikova, V. (2016). The Willingness of Teachers of Educational Organization to Work with Children with Disabilities as a Key Factor of Success of an Inclusive Process. Clinical Psychology and Special Education, 5(2), 97–112. (In Russ.). https://doi.org/10.17759/cpse.2016050207

© Samsonova E.V., Melnikova V., 2016

License: CC BY-NC 4.0

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.

Information About the Authors

Elena V. Samsonova, Candidate of Science (Psychology), Leading Researcher of the Federal Center for the Development of Inclusive General and Additional Education, head of the master's program "Tutor support in inclusive education", Moscow State University of Psychology and Education, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0001-8961-1438, e-mail: samsonovaev@mgppu.ru

Valentina Melnikova, Head of Monitoring Studies Department, Institute of Inclusive Education Problems, Moscow State University of Psychology and Education, Moscow, Russian Federation, e-mail: vviv@yandex.ru

Metrics

 Web Views

Whole time: 3297
Previous month: 24
Current month: 17

 PDF Downloads

Whole time: 3359
Previous month: 10
Current month: 7

 Total

Whole time: 6656
Previous month: 34
Current month: 24