Teachers' Attitudes towards Inclusive Education in School

8

Abstract

The work is aimed at identifying the attitude of teachers of general schools to inclusive education. The article presents the results of an empirical study obtained on a sample of teachers of Chelyabinsk (N=678). The study involved respondents aged 20 to 77 years, of which 94% were female and 6% male. The study included the study of three aspects of attitude: modality, character and position. A mass online survey was used, conducted using the Internet service “Yandex. Forms”. The results obtained allow us to say that teachers demonstrate a predominantly positive attitude towards inclusion (63,8%), regardless of their length of service and participation in the implementation of adapted educational programs. It is noted that the attitude towards inclusive education is characterized by the unwillingness of teachers to take a responsible position; weak desire to interact with parents; low readiness to improve their qualifications in matters of inclusion.

General Information

Keywords: inclusive education; mass school; teachers; children with disabilities; quality of inclusive education

Journal rubric: Educational Psychology

Article type: scientific article

DOI: https://doi.org/10.17759/pse.2024290507

Received: 04.03.2024

Accepted:

For citation: Roslyakova S.V., Sokolova N.A., Sivrikova N.V., Chernikova E.G. Teachers' Attitudes towards Inclusive Education in School. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2024. Vol. 29, no. 5, pp. 87–98. DOI: 10.17759/pse.2024290507. (In Russ., аbstr. in Engl.)

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Information About the Authors

Svetlana V. Roslyakova, PhD in Education, Associate Professor of the Department of Social Work, Pedagogy and Psychology, South Ural State University for the Humanities and Pedagogics, Chelyabinsk, Russia, ORCID: https://orcid.org/0000-0001-8305-0051, e-mail: roslyakovasv@cspu.ru

Nadezhda A. Sokolova, Doctor of Education, head of the Department of Social Work, Pedagogy and Psychology, South Ural State University for the Humanities and Pedagogics, Chelyabinsk, Russia, ORCID: https://orcid.org/0000-0003-2110-8320, e-mail: sokolovana@cspu.ru

Nadezhda V. Sivrikova, PhD in Psychology, Associate Professor of the Chair of Social Work, Pedagogy and Psychology, South Ural State Humanitarian Pedagogical University, Chelyabinsk, Russia, ORCID: https://orcid.org/0000-0001-9757-8113, e-mail: bobnv79@mail.ru

Elena G. Chernikova, PhD in Sociology, Associate Professor of the Department of Social Work, Pedagogy and Psychology, South Ural State University for the Humanities and Pedagogics, Chelyabinsk, Russia, ORCID: https://orcid.org/0000-0002-8858-9790, e-mail: chernikovaeg@cspu.ru

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