{"title":"确定教师准备好与残疾儿童一起工作，作为包容性实践的一个条件","authors":"O. A. Shmeleva, S. Shabalina","doi":"10.20323/978-5-00089-532-0-2021-323-332","DOIUrl":null,"url":null,"abstract":"The article examines the problem of the readiness of teachers to implement inclusive education of children with disabilities in the conditions of combined groups of a preschool educational organization of general developmental type. The parameters of the professional and psychological readiness of a teacher to include a pupil with special educational needs in the educational process are presented, as well as the analysis and interpretation of the results of the study.","PeriodicalId":159485,"journal":{"name":"Специальное образование: методология, практика, исследования","volume":"60 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Determination of the readiness of teachers to work with children with disabilities as a condition for inclusive practice\",\"authors\":\"O. A. Shmeleva, S. Shabalina\",\"doi\":\"10.20323/978-5-00089-532-0-2021-323-332\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The article examines the problem of the readiness of teachers to implement inclusive education of children with disabilities in the conditions of combined groups of a preschool educational organization of general developmental type. The parameters of the professional and psychological readiness of a teacher to include a pupil with special educational needs in the educational process are presented, as well as the analysis and interpretation of the results of the study.\",\"PeriodicalId\":159485,\"journal\":{\"name\":\"Специальное образование: методология, практика, исследования\",\"volume\":\"60 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"1900-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Специальное образование: методология, практика, исследования\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.20323/978-5-00089-532-0-2021-323-332\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Специальное образование: методология, практика, исследования","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.20323/978-5-00089-532-0-2021-323-332","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Determination of the readiness of teachers to work with children with disabilities as a condition for inclusive practice
The article examines the problem of the readiness of teachers to implement inclusive education of children with disabilities in the conditions of combined groups of a preschool educational organization of general developmental type. The parameters of the professional and psychological readiness of a teacher to include a pupil with special educational needs in the educational process are presented, as well as the analysis and interpretation of the results of the study.
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