Teachers' readiness components for educating students of different heterogeneous groups

Author(s):  N.N. Malyarchuk, candidate of Sciences, associate Professor, Tyumen State University, Tyumen, Russia, malarchuknn@rambler.ru

M.V. Plotnikova, candidate of Sciences, associate Professor, Tyumen State University, Tyumen, Russia, marina-plotnikova@yandex.ru

E.V. Pashchenko, Tyumen State University, Tyumen, Russia, kanaefff@rambler.ru

L.B. Dykhan, candidate of Sciences, associate Professor, South Federal university, Rostov-on-Don, Russia, dyhanlb@mail.ru

Issue:  Volume 37, № 2

Rubric:  Pedagogics

Annotation:  The article considers one of the priority directions of the state policy of the Russian Federation - social rehabilitation of persons with disabilities and disability, with an emphasis on the development of profes-sional capacity for this category of citizens. To characterize the components of university teacher willing-ness to train people from different heterogeneous groups. It is important to realize inclusive education through barriers. Methodology and methods of research: the philosophy of inclusive education, theoreti-cal research methods (historical-logical, comparative-comparative and analytical). The result: there is one of the barrier in realization of inclusion in the university – the lack of readiness for pedagogical staff to teach students with visual, hearing and musculoskeletal disorders. The article presents features of so-cial stigmatization for students with special education needs in teachers’ views. Scientific novelty: there are characteristics of the value-semantic, emotional-motivational, cognitive-psychological, operational-competence and reflexive-strategic components of the readiness for university teacher to teach students with special education needs in different heterogeneous groups.

Keywords:  students with visual, hearing and musculoskeletal disorders readiness for university teacher to teach students in different heterogeneous groups.

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