Readiness for Work under Inclusive Education Conditions as Stage of Formation of Teacher’s Inclusive Culture

Topicality of the problem under study is conditioned by the need to consider key problems related to formation of teachers’ readiness for work under conditions of inclusive education which presents peculiar requirements to the professional and personalistic training of teachers who must clearly understand the essence of the inclusive approach, know age-based and psychological features of disciples with various developmental delays, realize the constructive pedagogical interaction between all subjects of the educational medium. The goal of the article is analyzing the basic stages of becoming and development of the inclusive education system in Russia and abroad, describing the evolution of the society’s attitude to physically handicapped children and children with special educational needs, and examining issues related to formation of a teacher’s readiness for work in changed conditions. The leading approach to studying of this problem is historic-logical which provides the holistic viewing of the process of becoming of the special education in Russia and abroad, as well as peculiarities, ways and regular laws of implementation of the inclusive education on the modern stage of the society development. As a result of the study, the authors came to the understanding of inclusive culture as a component of professional and pedagogical culture, which is defined as an integrative personal quality that contributes to the creation and development of values and technologies of inclusive education, integrating a system of knowledge, skills, social, personal and professional competencies that allow teachers to work effectively in an inclusive education, to determine the optimal conditions for the development of each child. The results of the study are presented which is aimed at identifying the attitude of future specialists in physical culture to the possibility of working in an inclusive education. Materials of the article can be of use to scientists working with issues of implementation of inclusion into the Russian system of education, to specialists involved into arranging of future teachers training, to pedagogues who work in educational institutions of various types, and to pedagogical universities students