PROFESSIONAL INTERACTION OF UNIVERSITY TEACHERS WITH STUDENTS WITH DISABILITIES AS ONE OF THE ELEMENTS OF THE IMPLEMENTATION OF INCLUSIVE EDUCATION (ON THE EXAMPLE OF UNIVERSITIES IN THE TOMSK REGION)

Abstract

Relevance. Ensuring the accessibility of the educational environment for all categories of citizens within the framework of inclusion plays an important role in the educational concept of the Russian Federation built over a long period. Inclusive education is now beginning to be widely introduced into the educational process at the level of secondary, vocational and higher education. The concepts of inclusion and inclusive education are complex and include several key aspects, in particular, the professional competence of the teaching staff in the field of working with students with disabilities, as well as the willingness of teachers to interact with this category of persons. That is why the purpose of the work is to identify the level of readiness of teachers of universities in the Tomsk region for professional interaction with students with disabilities. The object of the research is the teachers of the universities of the Tomsk region. The subject of the research is the readiness of teachers from universities in the Tomsk region to interact with students with disabilities. The main research method is questioning. As a result, the current level of teachers' readiness to interact with students with disabilities in the universities of the Tomsk region was revealed.

Keywords

• inclusion
• inclusive education
• students with disabilities
• readiness level
• high level of readiness
• medium level of readiness
• low level of readiness