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The Problem of Inclusive Education in Evaluation of Secondary School Teachers
Rostovtseva Marina Viktorovna

PhD in Philosophy

Docent, the department of Social Technologies, Siberian Federal University

660030, Russia, Krasnoyarsk, Vilskogo Street 18a, unit #58

marin-0880@mail.ru

 

 
Dogadaev Oleg Nikolaevich

Physical Training Teacher at School Number 12 of Krasnoyarsk

660030, Russia, g. Krasnoyarsk, ul. Vil'skogo, 16

srs888@mail.ru
Zhigaev Il'ya Gennad'evich

Aesthetic Education Teacher at School No. 12 of Krasnoyarsk

660030, Russia, g. Krasnoyarsk, ul. Sedova, 13

magistratura_ipps_sfu@mail.ru
Vasil'eva Tat'yana Borisovna

investigator at Main Directorate of the Ministry of the Interior for the Krasnoyarsk Region

660118, Russia, g. Krasnoyarsk, ul. Pr. Komsomol'skii, 1-g

exclusive_ttt@mail.ru
Petrov Il'ya Alaskyarovich

educational manager

663690, Russia, g. Zelenogorsk, ul. Lenina, 8

american_boy@protonmail.com

Abstract.

The subject of the research is the inclusive education at secondary schools. The researchers carry out an empirical research aimed at analysing the opinion of teachers about difficulties that may be faced in the process of transfering to inclusive forms of education and up-bringing. The survey involved 87 teachers of five secondary school in Krasnoyarsk. The authors of this article presents the results of the research and discovers that difficulties faced by teachers in the course of inclusive education are caused by the deficit of professional skills, poor use of educational resources during lessons in mixed groups, and teachers being psychologically unready for innovations. The research has been carried out using the questionnaire-based survey. The authors wrote their own questionnaire 'Difficulties of Inclusive Education Faced by Teachers'. The theoretical and methodological basis of the research is the person-centered approach. The results of the research demonstrate certain difficulties faced by teachers in the course of inclusive education. These difficulties deal, first of all, with the deficit of professional skills, absence of a fccused policy from the side of the school authorities, poor use of educational resources during lessons in mixed groups, and teachers being psychologiclyl unready for innovations. The authors give recommendations for the school authorities and municipal units. These recommendations provide opportunity for all actors of the educational process to fully participate in teaching and up-bringing. For this purpose, it is necessary to review and prepare new educational resources of the educational process and to create new conditions for training inclusive education teachers. 
 

Keywords: educational process, upbringing, high school, pupils, psychological spore, learning problems, pedagogue, inclusive education, inclusion, conditions of education

DOI:

10.7256/2454-0676.2018.2.26351

Article was received:

20-05-2018


Review date:

21-05-2018


Publish date:

18-06-2018


This article written in Russian. You can find full text of article in Russian here .

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