Current Problems of Teachers' Readiness of Higher Educational Institutions for Implementing Inclusive Education

Svitlana Myronova (), Tetiana Dokuchyna (), Iryna Rudzevych (), Oksana Smotrova () and Larysa Platash ()
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Svitlana Myronova: Doctor of Education, Professor, Head of Department of Correctional Pedagogy and Inclusive Education, Kamianets-Podilsky National Ivan Ohiienko University, Kamianets-Podilsky, Ukraine
Tetiana Dokuchyna: PhD, Associate Professor, Associate Professor of Department of Correctional Pedagogy and Inclusive Education, Kamianets-Podilsky National Ivan Ohiienko University
Iryna Rudzevych: PhD, Associate Professor, Associate Professor of Department of Psychological, Medical and Pedagogical Basics of Correctional Work, Kamianets-Podilsky National Ivan Ohiienko University, Kamianets-Podilsky, Ukraine
Oksana Smotrova: Assistant of Department of Correctional Pedagogy and Inclusive Education, Kamianets-Podilsky National Ivan Ohiienko University, Kamianets-Podilsky, Ukraine
Larysa Platash: PhD, Associate Professor, Associate Professor of the Department of Pedagogy and Social Work, Yuriy Fedkovych Chernivtsi National University, Chernivtsi, Ukraine

Revista romaneasca pentru educatie multidimensionala - Journal for Multidimensional Education, 2021, vol. 13, issue 3, 151-165

Abstract: The development of world education is implemented in accordance with the Convention on the Rights of Persons with Disability and other regulations that determine the right of people with disability to receive quality education at all levels, including in the field of vocational training. Studying the experience of Ukraine will provide an opportunity to take into account the trends of inclusion in higher education in order to increase its effectiveness. The purpose of the article is to study the state of teachers' readiness of higher educational institutions (HEI) for implementing inclusive education. Methods of research: analysis of literary sources on the problems of inclusive education; questioning teachers of HEI; quantitative and qualitative analysis of the results of the research. The results of the study showed the insufficient readiness of teachers of HEI for implementing inclusive education as evidenced by the lack of understanding of the essence of inclusive education, special educational needs of children and the specifics of their education in inclusive institutions; prejudice against persons with SEN and inclusion processes; low self-esteem of inclusive competence and desire to increase it. According to the results of the questionnaire, the ways of development of inclusion in the HEI were outlined. The perspective task of the research is the development and testing of the content and methods of formation readiness of scientific and pedagogical workers for inclusive education.

Keywords: inclusive education; institution of higher education; teachers' readiness; persons with special educational needs; inclusive competence (search for similar items in EconPapers)
JEL-codes: I2 (search for similar items in EconPapers)
Date: 2021
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Persistent link: https://EconPapers.repec.org/RePEc:lum:rev1rl:v:13:y:2021:i:3:p:151-165

DOI: 10.18662/rrem/13.3/445

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