Motivatsiya i gotovnost’ prepodavatelej k ispol’zovaniyu distantsionnykh obrazovatel’nykh tekhnologij v obuchenii studentov s ogranichennymi vozmozhnostyami zdorov’ya [Motivation and readiness of teachers to use distance educational technologies in teaching students with disabilities]

Abstract

The purpose of the article is to assess the faculty motivation and readiness to use distance learning technologies in teaching students with disabilities based on the results of a sociological survey. The study was conducted from February to September 2020 using an anonymous voluntary online survey. The questionnaire consisted of 10 main questions and 11 demographic questions. As a result, the answers from 213 respondents with teaching experience were received. It was found that 79 % of the respondents had not previously been trained on how to use distance learning technologies in teaching students with disabilities, 73 % want to go through such training, sometimes once again. The main motivator of the faculty is “understanding the importance of such training”. According to the self-assessment, faculty have a low level of competence in using distance learning technologies. It was found that the readiness to learn is higher among women than among men, the presence of persons with disabilities among friends and acquaintances is a predictor of readiness for further learning. The results of the study confirmed the need to develop new disciplines for bachelor’s, master’s and additional professional education programs on the use of distance learning technologies in teaching of persons with disabilities. The training of students in pedagogical specialties and faculty of higher education should become mandatory and systematic.