Diagnostics of Teachers’ Readiness to Implement the Inclusive Education
https://doi.org/10.31161/1995-0659-2018-12-3-31-34
Abstract
The aim of the research is to study the issue of diagnostics of teachers’ readiness for the implementation of inclusive education.
Methods. The method of diagnostics aimed at identifying the components of teachers’ professional readiness for the implementation of inclusive practice is presented.
Results. Inclusive education provides the formation of professional readiness of teachers to organize the interaction of subjects of educational relations in inclusive educational environment.
Conclusion. Diagnostics of teachers’ professional readiness for the implementation of inclusive education will allow to organize the process of professional training and professional development in accordance with the needs of teachers in support (educational, psychological, etc.).
About the Author
E. S. Slyusareva
Stavropol State Pedagogical Institute
Russian Federation
Russian Federation
Elena S. Slyusareva, Ph. D (Psychology), assistant professor, the chair of Special and Clinical Psychology, department of Psychology and Defectolog
Stavropol
References
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Review
For citations:
Slyusareva E.S. Diagnostics of Teachers’ Readiness to Implement the Inclusive Education. Dagestan State Pedagogical University. Journal. Psychological and Pedagogical Sciences. 2018;12(3):31-34. (In Russ.) https://doi.org/10.31161/1995-0659-2018-12-3-31-34
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