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Included in Web of Science СС (ESCI) Included in Scopus Psychological Science and Education Publisher: Moscow State University of Psychology and Education ISSN (printed version): 1814-2052 ISSN (online): 2311-7273 DOI: https://doi.org/10.17759/pse License: CC BY-NC 4.0 Started in 1996 Published 6 times a year Free of fees RU In Russian |
Psychological Science and Education Preparedness of Teachers as the Main Factor of Success of the Inclusive Process in Education 8216Alekhina S.V. Agafonova E.L. Alekseeva M.N. Abstract
The article discusses the preparedness of teachers in secondary schools to
implement inclusive education for children with disabilities as one of the main
issues that calls for the development of training programs and psychological
support for participants of the inclusive process. The article presents the
data illustrating the basic parameters of professional and psychological
preparedness of teachers to include a "special" child in the educational process.
The professional challenges of a teacher that are associated with a lack of
knowledge on the development specifics of children with special educational
needs and methods and technologies addressing those challenges, as well
as psychological difficulties of emotional acceptance of such children are
described. The authors particularly address the development of integrated
support from the experts in the field of correctional pedagogy, special and
educational psychology for teachers in general education, who are entering
the inclusive process. The article discusses the need to develop a set of
programmes for dynamic assessment of parameters of the inclusion process
in secondary schools, and authors believe that preparedness of teachers for
professional work in terms of inclusion should be considered as one of them.
Keywords: inclusive education, preparedness of secondary school teachers, psychological preparedness, professional preparedness, success of inclusive process, professional transformation References
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