Readiness for Work Under Inclusive Education Conditions as Stage of Formation of Teacher’s Inclusive Culture

Abstract

The aim of this article is to examine the basic stages of becoming and development of theinclusive education system in Russia and abroad, describing the evolution of the society’s attitude tophysically handicapped children and children with special educational needs, and examining issuesrelated to formation of a teacher’s readiness for work in changed conditions. The leading approach tostudying of this problem is historic-logical which provides the holistic viewing of the process of becomingof the special education in Russia and abroad, as well as peculiarities, ways and regular laws ofimplementation of the inclusive education on the modern stage of the society development. As a result ofthe study, the authors came to the understanding of inclusive culture as a component of professional andpedagogical culture, which is defined as an integrative personal quality that contributes to the creationand development of values and technologies of inclusive education, integrating a system of knowledge,skills, social, personal and professional competencies that allow teachers to work effectively in aninclusive education, to determine the optimal conditions for the development of each child. The results ofthe study are presented which is aimed at identifying the attitude of future specialists in physical cultureto the possibility of working in an inclusive education. Materials of the article can be of use to scientistsworking with issues of implementation of inclusion into the Russian system of education, to specialistsinvolved into arranging of future teachers training, to pedagogues who work in educational institutions ofvarious types, and to pedagogical universities students.