Readiness of teachers of general and correctional practice towards work in educational inclusion
Introduction. The purpose of the article is to understand the actual readiness of defectologists and general practitioners to work with children with special educational needs in terms of educational inclusion. The motivational-value, content -procedural and professional-personal components of professional readiness are investigated and the specificity of its actualization among teachers of inclusive practice is determined. This will allow determining the range of problems in the system of personnel training and making recommendations to teachers for the effective implementation of the included education. Materials and methods. The study used the author's sheet of self-assessment of the teacher's readiness to work in terms of educational inclusion. Self-esteem readiness was performed on a five-point Likert scale. Processing of research results was performed using Word, Microsoft Excel. Results. The study gives an idea of the specifics of professional training of teachers to work with children with special educational needs in inclusive practice. The results of the study revealed that the indicators of the components of the readiness of the majority of teachers-defectologists to work with children with special educational needs are close to 60%, which is higher than that of teachers of General practice. Discussion and Conclusions. The study allowed to obtain new facts that contribute to the expansion of modern ideas about the specifics of the manifestation of the components of teachers ' readiness to work with children with special educational needs in inclusive practice. This problem can be developed in the development of new approaches to the formation of teachers ' readiness to work in an inclusive practice, depending on their individual-typological characteristics. The results of the study can be used in practice by the organizers of an inclusive educational process.