TEACHERS’ ABILITY TO WORK IN AN INCLUSIVE EDUCATION ENVIRONMENT
The author considers the problem of teachers’ ability to work in inclusive education conditions. The study of this aspect of the professional activity of teachers allows us determining the strategic tasks that affect the improvement of the quality of education for children with special educational needs integrated in General institution. It is noted that this problem has not been studied enough. In order to identify the state of readiness of mass school teachers to work in inclusive education conditions, an empirical study was conducted. The article describes the organization, content, and results of a study involving more than 600 teachers of schools located in different regions of Russia. The research was carried out by means of a questionnaire and a self- expertise method. Teachers formulated detailed answers to the questionnaire and admitted that they are completely, partially or lowly prepared to work in inclusive education system. It was found that about 40% of teachers are partially ready to be involved in an inclusive practice. More than 60% of teachers demonstrate a lack of such readiness. It is stated that the practical training of teachers to work in inclusive education system is mainly spontaneous. The difficulties of teaching students in an inclusive education are associated with the organization of education for children with disabilities, the definition of the content of education and the choice of methods of correction pedagogic impact. Teaching staff, arranging inclusive education-oriented practice, need to get a scientific and methodological support.