Barriers to teacher`s readiness to implement inclusive education: Russian and foreign researches

Abstract. The article studies the problem of the teachers’ readiness to implement inclusive education in Secondary schools. This is the main issue that arises in the forming teacher development programs for pedagogues who have met an inclusion in the classroom. Generally teachers meet with a wide range of educational needs of their students and are not often ready for it. The article summarizes the information, got as a result of numerous Russian and foreign researches about pedagogical readiness to the inclusion of children to the educational process. The pedagogical readiness to work in the conditions of the inclusive education is described as a complex quality, consisting of interrelated and interdependent elements, with insufficient formation of which barriers could arise preventing the inclusive education system from the development. The professional and personal teacher difficulties in an inclusive class have been systematized. The necessity of comprehensive support of teachers of mainstream schools in questions of organizing the inclusive educational process is emphasized by the author. Consequently the issue about the necessity of assessment of inclusion in educational organizations has been raised. First of all, it is about the readiness of teachers to work with children with special needs.

Keywords: pedagogical readiness, inclusion, inclusive education, special educational needs, education humanization, competencies.