Inclusive culture of a teacher: essence, content, structure

One of the leading areas of modernization of domestic education, associated with the inclusion of children with disabilities in society, where the priority of relations is mutual understanding, support, assistance and cooperation, is the training of a teacher of inclusive education who has inclusive competence and culture, the formation of which indicates his readiness to work in an inclusive educational environment. The purpose of the article is to reveal the essence and content of the concept of “inclusive culture of a teacher” and to determine its component composition. The goal has been achieved through the use of a set of complementary and interrelated theoretical and empirical research methods. Based on the analysis of scientific literature on the problem under consideration, the concept of “inclusive culture” has been specified. By this term, the author understands an integrative personal quality that determines the success of professional and pedagogical activity in the context of inclusive education, reflecting the level of inclusive competence of a teacher, his focus on personal and professional self-improvement. Inclusive culture is a set of interconnected and interdependent components (axiological, cognitive, personal-communicative and behavioral), the content of which is aimed at the formation of inclusive values, knowledge and skills, the development of communicative and personal qualities, and norms of behavior. The components we have identified are certainly not exhaustive characteristics of the essence of inclusive culture. Further study of this phenomenon will require empirical research with clarification and specification of both the content and components of inclusive culture.