Features of acceptance by teachers of values of inclusion

Abstract

This paper discusses one of the aspects of the readiness of teachers to work with children having problems of development in the conditions of transitive society in Russia. The analysis of the main characteristics of the transitive society is carried out, the authors identify those that are associated with changes in the value system of teachers, including those who work with special children The results of empirical research of teachers ’ readiness to work with children with developmental problems depending on their values of inclusion are presented.