ARPHA Proceedings 3: 725-734, doi: 10.3897/ap.2.e0725

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

Lyudmila A. Golovchits, Zoya A. Solovieva

Corresponding author: Lyudmila A. Golovchits ( golovchits@inbox.ru )

This is an open access article distributed under the terms of the Creative Commons Attribution License (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Citation: Golovchits LA, Solovieva ZA (2020) The Attitude of the Educational Process Participants to Inclusive Education for Children with Disabilities. In: Gafurov I, Valeeva R (Eds) VI International Forum on Teacher Education, Kazan Federal University, Russia. May 27 - June 9, 2020. ARPHA Proceedings 3: 725-734. https://doi.org/10.3897/ap.2.e0725

Abstract

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.

Keywords

inclusive education, children with disabilities, special education, psychological and methodological readiness of teachers and parents