Features of educational work organization by a teacher in the context of inclusive education

Statement of the problem. The article addresses the problem of organizing educational activities in an inclusive environment. The data of the study on teachers’ readiness to work in conditions of inclusion were analyzed. The purpose of the article is to identify and justify the dependence of the content and methods of organizing educational activities in an educational organization on the teacher’s readiness to work in an inclusive environment. The study methodology is composed of competency and system diagnostic approaches. Methods of comparative analysis of hypotheses, polling, data comparison were used. Research results. The problem of accepting a child with disabilities by participants in educational relations was identified and ways to solve it in educational activities were proposed. Analysis of the study results revealed the difficulties of teachers in organizing educational activities in an inclusive environment. Conclusion. The author’s questionnaire proposed in the article and the interpretation of the results of the survey of teachers made it possible to determine ways to solve the identified problem by organizing a system of educational events aimed at forming the values of all participants in educational relations (humanism, respect, kindness and other moral qualities) and character traits (tolerance, responsibility, compassion) and behavior related to attitudes towards the interaction and perception of each other by healthy people and people with disabilities on the basis of equivalent partnerships in various areas of human activity.