Development of psychological readiness in physical education teachers for the implementation of inclusive education

Aim. Successful education of children with disabilities depends on teachers’ professionalism. Physical Education teachers demonstrate a lack of psychological readiness to implement inclusive education. Therefore, the aim of this article is the projecting and approbation of the development system of psychological readiness in P.E. teachers for inclusive education including its cognitive, emotional, axiological and reflexive components. Materials and Methods. The study was performed on the basis of the theory of attitudes (L. Lange, R. Cialdini, D.N. Uznadze, S.L. Rubinstein). The diagnostic tools for revealing the level of cognitive, emotional, axiological and reflexive components of the psychological readiness in PE teachers for inclusive education were developed. The study was conducted in 2016-2017. 673 PE teachers of the Chelyabinsk region took part in the study at different stages. The psychological readiness of the majority of respondents (39.6 %) was below the average. The training experience of P. E. teachers in France, presented by the scientific partners of the Higher School of Teaching and Education of University within Picardie Jules Verne under the Academy of Amiens was studied. Results. The development system of psychological readiness in teachers for inclusive education was developed, based on the experience of positive pedagogical practices of P.E. teachers in Russia and France. This system assumes the training of teachers in gradually more complicated stages: a) solving situational problems that represent the problematic aspects of the activity of P.E. teachers working with children with disabilities; b) conducting reflexive sessions, in which teachers become acquainted with the psychology of a special child and identify themselves with him; с) formation of stress resistance in teachers, prevention of their professional burnout. Conclusion. The experimental stage of the study showed that the adoption of such a system contributed to a positive change in the indicators of psychological readiness of teachers for the implementation of inclusive education. The system is recommended for use in wide practice.