INCLUSIVE READINESS AND COMPETENCE OF THE TEACHER
Keywords:
readiness of teachers, inclusive education, competence, professional readiness, psychological readinessAbstract
Abstract. This article discusses the problems of inclusive education as an integral component of modern educational practice; key problems related to the teacher's professional activities in conditions of inclusive education and some reasons for their occurrence are considered, including issues of his professional and personal readiness for work in these conditions; the existing terminology determining the teacher's readiness to work in an inclusive education, presented by various authors, is analyzed and compared
Key words: teacher readiness, inclusive education, competence, professional readiness, psychological readiness
Relevance. One of the tasks set by the state and society is to create conditions for the public and quality education of people with disabilities and people with disabilities as the most important condition for socialization at all levels of education. In particular, in the spring of 2021, Anna Kuznetsova, Commissioner for Children's Rights under the President of Russia, noted that the number of children with disabilities and disabilities in ordinary classes increased by 17.3%. In turn, the data of the Federal State Statistics Service for 2020 strongly indicate in favor of an increase in the number of people with disabilities and disabilities studying in professional educational programs. For example, if in the 2008/2009 academic year the number of applicants to professional educational organizations amounted to 4,524 people, then in 2020 this number more than doubled to 9,755 people. The number of young people with HIA and disability who decided to graduate was 5770 and 8763, respectively. Thus, the topic of this article, due to its growing relevance, requires close attention.
References
Литература
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