FORMATION OF TEACHER’S READINESS TO IMPLEMENT INCLUSIVE EDUCATION PROGRAMS

Abstract

The article gives a wide analysis of the process of forming readiness among teaching staff of the modern Russian school to implement inclusive education programs. In order to comprehensively highlight this important problem, considerable attention is paid to revealing of the meaning of the term “readiness” in relation to a teacher who implements inclusive education. The researcher reveals the main components of a teacher’s activity, during which the formation of particular characteristic components seems most likely. The author identifies deficits in the development of these components, which are most characteristic of teachers in most modern Russian schools. In conclusion, some ways of overcoming them are revealed, which are most effective at the basic general and secondary general education.