The Attitude of the Educational Process Participants to Inclusive Education for Children with Disabilities

Currently, inclusive education is recognized as a tool for the realization of the rights of children with disabilities to education, further socialization and normalization of life. One of the important conditions for inclusive education of children with disabilities is a positive attitude to this form of education of teachers, parents of children with special needs and children with typical development. However, currently there is no clear data on the attitude of teachers and parents to the process of inclusive education. The aim of the study is to identify and analyze the factors that determine the nature of the attitude of teachers and parents to inclusive education. Three types of questionnaires were developed: for primary school teachers and preschool teachers, for parents of students with disabilities and for parents of children with typical development. Total number of participants was 190. There was revealed a positive attitude to education of children with disabilities and students with typical development 72% of preschool teachers. However, only 38% of primary school teachers support the ideas and feasibility of co-education of children with disabilities and normally developing students. 50% of parents are generally positive about the possibility of inclusive education for children with disabilities and normally developing children. However, 38% parents, including parents of children with typical development emphasized the option "neutral" in the questionnaires. We can conclude that it is necessary to organize a system of psychological and pedagogical preparation of schools teachers for inclusive education; organize a special education programs for parents of children with and without disabilities. The results of the study can be used in planning a strategy for the development of inclusive education, implementing measures aimed at improving the training of teachers and parents.


Introduction
Currently, inclusive education is a recognized tool for the implementation of the rights of children with disabilities to education and further socialization and normalization of life. The introduction of inclusive education marks a new stage of cultural, moral, social and political development of the Russian society.
Recognition by the state of the value of the social and educational integration of children with disabilities determined the ongoing changes in the socio-cultural environment that should change the position of the society, which will rethink its attitude towards children with disabilities. Of course, first of all, inclusive education can contribute to social upbringing of a child with developmental disorders that Vygotsky considered the basis of "growing into the civilization". However, rapid inclusion of the Russian educational system in international standards of education for persons with disabilities became associated with many problems. One of them is the formation of positive attitude of the pedagogical process participants (teachers, parents) and members of the society to co-education of children with developmental disorders and normally developing peers.

Purpose and objectives of the study
The purpose of the study is to identify and analyze factors that determine the nature of the attitude of teachers and parents towards inclusive education.

Literature review
Improving the system of inclusive education requires a special work to form readiness of all educational process participants. One of the important conditions for inclusive education of children with disabilities is the presence of a positive attitude towards this form of education on the part of teachers, parents of children with disabilities and with normal development. Alekhina et al. (2011;2015, June, 24-26) ) notes that at the first stages of inclusive education development there arose a sharp problem of mass school teachers' unpreparedness (professional, psychological and methodological) for working with children with special educational needs, and a lack of professional competence of teachers to work in an inclusive environment was found. Alekhina (2015, June, 24-26 ) developed a three-component model for analyzing the professional readiness of teachers to implement inclusive practices. The theoretical model was based on three main components: the teacher's knowledge of the developmental features of children with various types of disorders, the degree of emotional acceptance of a child with disabilities, and the level of willingness to interact with them. The structure of psychological readiness is characterized by such components as: emotional acceptance of children with various types of developmental disorders (acceptance-rejection); willingness to include children with various types of disorders in activities during the lesson (inclusion-isolation); satisfaction with one's own pedagogical activity. One of the important conditions for inclusive education of children with disabilities is the presence of a positive attitude towards this form of education on the part of teachers, parents of children with disabilities and with normal development. However, at present, there is no unambiguous data on the attitude of teachers and parents to the inclusive education process. The materials of various authors cite conflicting facts about the attitude of primary school teachers towards the implementation of inclusive education for children with health limitations (Avdeeva, 2016;Kosikova, 2009;Morgacheva, 2013;Fedorova, 2013). According to Morgacheva (2013), the majority of teachers in general education and correctional schools, as well as  (Avdeeva, 2016). According to Morgacheva (2013), despite different points of view and a desire for correctness, the attitude of parents of secondary school students and kindergarten pupils toward "special" children is either neutral or more often negative. They mainly emphasize the limitations and weaknesses of such children. The results of a study performed by Fedorova (2013, August, 12-17) showed that the attitude of primary school teachers towards the implementation of inclusive education for children with health limitations is ambiguous today. The questionnaire data allow talking about the relative acceptance by primary school teachers of the idea of inclusive education for children with special educational needs. Speech pathologists see the difficulties of individual psychological and pedagogical support of children with disabilities due to the lack of preparedness of the educational process participants, especially teachers (Matasov, 2020). This article is aimed at analyzing the attitude of teachers and parents towards inclusive education.

Methodology
Study methods: theoretical methods, including the analysis of the study subject on the basis of the review of philosophical, psychological and pedagogical literature; empirical methods: study of the educational institutions' experience, analysis of regulatory and educational documentation; experimental methods; methods of graphic representation of the results, quantitative and qualitative analysis of the results of a survey of the educational process participants, verbal conversations, and observations. A personal questionnaire was used as a leading method in the study of this problem, which provided for direct contact between the researcher and the respondent. Three types of questionnaires were developed: for primary school teachers and preschool educational institutions; for correctional specialists (speech pathologists, speech therapists, psychologists); parents of students with disabilities and for parents of children with normal development. The questions included various models of educational situations. The survey was performed among teachers of primary school and preschool educational institutions, parents of students with disabilities and parents of children with normal development. Table 1 shows data on the number of respondents in various groups. Parents of students with normal development 40 Total 190 Stages of the study. The study was performed in three stages: at the first stage, a theoretical analysis of existing methodological approaches in philosophical and psychological scientific literature, theory and methodology of pedagogical studies was performed; the problem, purpose, and study methods were identified, an experimental study plan was drawn up, and questionnaires were developed for participants in three groups. At the second stage, surveys were performed for general preschool and primary school teachers, and correctional specialists (speech pathologists, speech therapists, psychologists). At the third stage, the study was performed with parents of children attending general schools both with and without developmental disorders.
Experimental base of the study. Preschool and school educational institutions of Moscow served as experimental base for the study.

Results
We will review data from the survey of preschool and primary school teachers in general education institutions, and correctional specialists (Table 2).  In the context of inclusive education, teachers faced certain difficulties, and in some cases, the unpreparedness to co-educate students with normal development and students with disabilities. The  (Table 3). Table 3. Concerns of parents of children with disabilities studying in an inclusive class

Concerns of parents Level
Program should support education of these people in a kindergarten and a school by working with the teaching staff and parents, using all possible ways to increase psychological and methodological preparedness of teachers for inclusive education through advanced training and retraining of specialists, planning school and nonschool activities for children with disabilities and their peers with the participation of teachers, parents, and parties concerned.
The humanistic component of inclusive education, which is meant to prevent the phenomena of segregation and fully contribute to the positive attitude of normally developing children towards children with disabilities, has undeniable importance in the process of inclusive education (Matasov, 2020). According to the author, under no circumstances will it be possible to create such educational conditions in an ordinary public school that would correspond to the educational needs and capabilities of both normally developing children and children with disabilities. In our opinion, this approach is debatable, because the experience of a number of schools in Russia shows the effectiveness of co-education of children with and without disabilities (Yamburg, 1997).
Our data are consistent with the opinion of Nazarova (2018), that along with the technical preparation of the future teacher for work in an inclusive education environment and the formation of professional competencies, there should be formed value orientations and personal qualities related to understanding the human value of each student regardless of the presence and severity of developmental disorders, as well as awareness of teacher's responsibility for the translation of social values and available academic knowledge, and the inclusion of the child into the society. Among the personal qualities that a teacher needs, it is important to accept the child as they are, with all their problems and achievements, and have faith in their ability to develop and compensate for impaired functions.

Conclusion
Thus, our study has showed various types of attitude of teachers and parents towards the inclusive education of children with disabilities: from the full adoption of this form of education through a neutral attitude to a sharply negative one. Currently, the main factors influencing the nature of the relationship between teachers and parents are the insufficient level of personal and professional preparedness of teachers, the insufficient number of specialists who can arrange the support and education of children with special needs in public schools, and the lack of program-and-methodical literature for public schools teachers to work with children with disabilities. Teachers of general education schools and parents expressed the opinion that it is necessary to establish institutions with a combined focus, which can be oriented both on preschool and school education and include different types of psychological and pedagogical support for students with developmental disorders. Under these conditions, it becomes possible to effectively include all children with disabilities in the educational process, taking into account the level of development of each child and choosing a model of inclusive education that is useful and possible for them while maintaining the necessary qualified specialized assistance.