Home – Home – Jornals – Professional Education in the Modern World 2017 number 4

The article examines the results of the study of educators' views on inclusive education and subjects of inclusive educational process. The paper considers the problems that deal with the perception of inclusive education subjects by teachers and teachers' attitude towards inclusion as an educational innovation. The authors focus on the problem of whether educators are ready to implement inclusive education of disabled children in compulsory schools. The authors obtained data on the fragmentation, vagueness, and often contradictoriness of these views, the apparent predominance of the emotional and evaluative component that manifested itself in the division of teachers into those who spoke out for inclusion and those who opposed it. Despite the fact that with regard to inclusion, teachers have different, sometimes opposite opinions, negative experiences about changes in the educational process in case of inclusive education are typical of all teachers. In the minds of the majority of educators, inclusion was presented as a process that is inappropriate (at this stage in the development of the education system in our country), which includes more risks than positive moments, leading to a decline in the quality of the educational process, and negative changes in the relations between subjects of the educational process. The obtained results also testify to the lack of clear understanding of the subjects of inclusive educational process among teachers. Teachers rarely speak about inclusion as a process that is common to all its participants. This fact points to the educators do not understand the essence of educational innovation: this was manifested not only in the dichotomy that was clearly manifested: "ordinary children - children" special "," parents of "special" children " parents of ordinary children , but also in the idea of inclusive education as an innovation exclusively for children with disabilities.