Supporting Teachers in Inclusive Education

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Abstract

The article regards the issues of support provision to teachers involved in inclusive education as the main requirement for successful realization of inclusion. The methodological framework used in the study is a resource approach. The article describes the ways of extending the means of supporting teachers. The article also arguments for consolidating all the educators of inclusive schools into inclusive teams equally interested in joint work of administration and educators of intervention programs.

General Information

Keywords: resources, inclusive education, teacher, support, school, special pedagog

Journal rubric: Psychology of Special and Inclusive Education

Article type: scientific article

For citation: Silantieva T.A., Alekhina S.V. Supporting Teachers in Inclusive Education [Elektronnyi resurs]. Sovremennaia zarubezhnaia psikhologiia = Journal of Modern Foreign Psychology, 2014. Vol. 3, no. 3, pp. 5–15. (In Russ., аbstr. in Engl.)

References

1.                Avramidis E., Elias E. The influence of teaching experience and professional development of Greek teachers’ attitudes towards inclusion. European Journal of Special Needs Education, 2007. Vol. 22, no. 4, pp. 367–389. doi:10.1080/08856250701649989.

Information About the Authors

Tatiyana A. Silantieva, Specialist of the City Institute for Integrative (inclusive) Education, Moscow State University of Psychology and Education, graduate student of NRU Higher School of Economics, Moscow, Russia, e-mail: tanyasilantieva@yandex.ru

Svetlana V. Alekhina, PhD in Psychology, Associate Professor, Chief of the Federal Center for the Development of Inclusive General and Additional Education, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-9374-5639, e-mail: ipio.mgppu@gmail.com

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