Readiness of teachers of general education institutions to implement inclusive education: by the example of the Khabarovsk Territory
The article is devoted to the analysis of the components of personal and motivational readiness of teachers of the general education institutions of the Khabarovsk Territory to implement inclusive education. The authors examine the personal characteristics of teachers working in general education institutions at different levels of education. The main types of professional behavior of teachers are studied. The paper analyzes the components of professional and personal experiences of teachers of preschool and secondary education when working with children with special health abilities. The obtained data forms the basis for the development of specialized methodological recommendations for teachers of general education institutions in the organization and implementation of work with children with special needs in conditions of inclusive education.