Introductory study of readiness of kindergarten teachers for inclusive education

https://doi.org/10.20339/AM.03-19.061

A.N. Utekhina is Dr.Sci. (Pedagogy), prof. e-mail: inyaz@udsu.ru; and I.A. Sterkhova is post-graduate student e-mail: Ochkurova6014@gmail.com

 at Udmurtia State University

Substantiated is the need to work with teachers of the system of inclusive education. The results of the study of the readiness of kindergarten teachers for inclusive education are presented. Three components of readiness were studied, i.e. informational, technological and axiological. According to the author’s point of view, the results show partial willingness of teachers to work with children with disabilities. The conclusion notes the necessity to improve teacher’s skills to work in the system of inclusive education.

Key words: inclusion, preschool education, improvement of qualification, limited health opportunities.

References

1. Akutina, S.P. The problem of readiness of pedagogues to work with children with peculiarities in development. Modern problems of science and education. 2017. No. 1.

2. Burenina, E. Readiness of pedagogues of universal educational organizations to introduction of inclusion. ChiO. 2014. No. 4 (41). P. 54–57.

3. Skorobogatova, Yu.V. Readiness of pedagogues of universal educational institutions to realizing of inclusive education with limited health possibilities. SISP. 2016. No. 8 (64). P. 173–181.

4. FZ No. 273-FZ “On education in the Russian Federation”.