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Revealing the State of Formation of the Professional and Personal Readiness of the Teaching Staff for the Implementation of Inclusive Education in a Higher Educational Institution

Abstract

   Relevance. One of the priority areas of the modern multi-level education system, in the predominant aspect of its modernization, is the massive inclusion of the contingent with disabilities in schools, colleges, technical schools, as well as in educational structures such as universities. The accessibility of inclusive education is considered through the training of “ordinary” students together with people with disabilities and persons with disabilities, without a tangible loss of the quality of the subjects studied, with the exclusion of absolutely any discrimination. The article is devoted to the actual problem of identifying the level of professional and personal readiness of university teachers to implement inclusive practice.
   Purpose of the study. The purpose of this article is to identify the state of professional and personal readiness of teachers for the implementation of inclusive practice in the university.
   Research objectives. In accordance with this goal, one of the main tasks of our work was solved, the assessment of the professional and personal readiness of the teachers of the organization for the implementation of inclusive practice through the determination of the basic orientation of the teacher's personality, the identification of polymotivational personality tendencies, the study of the self-assessment of the professional and pedagogical motivation of the teacher, the assessment of the orientation of teachers towards educational and disciplinary and personal activities of students; definition of inclusive professional competence of the teaching staff of the university.
   Methods. The above tasks can be solved using a certain specially selected set of methods: study of scientific literature on the research problem, personal survey, online tests, individual conversations, qualitative processing of experimental data in quantitative and qualitative terms.
   Results. The generalized results of the study show that the organization's teachers are able to implement inclusive practice.
   Conclusions. Most of the organization's teachers are ready to create special and unique programs for people with any disabilities.

   Conclusion. It is necessary to develop a new program that will contribute to the formation of professional and personal competencies of teachers of a higher educational institution, to expand the boundaries of the usual understanding of the possibilities of "ordinary" students and the contingent with disabilities in the format of various nosological categories.

About the Author

M. V. Kuznetsova
Southwest State University
Russian Federation

Marina V. Kuznetsova, Candidate of Pedagogical Sciences, Associate Professor, Specialist

Department of Communicology and Psychology

Center for Support of Inclusive Education

305040

50 Let Oktyabrya str. 94

Kursk



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Kuznetsova M.V. Revealing the State of Formation of the Professional and Personal Readiness of the Teaching Staff for the Implementation of Inclusive Education in a Higher Educational Institution. Proceedings of the Southwest State University. Series: Linguistics and Pedagogy. 2021;11(1):146-157. (In Russ.)

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