| Components of psychological preparedness |
| Motivational |
Cognitive |
Emotional |
Behavioral |
Other |
| Interest, motivation, achievement |
“Orientational” - knowledge and ideas about the specifics and conditions of inclusive education |
“Emotional-volitional” - self-control, managing one's actions and emotions, a sense of professional responsibility |
“Operational” - knowing methods and techniques of professional activity, understanding professional tasks in the context of inclusive education |
“Evaluative” - self-assessment and reflection of professional preparedness |
| – |
Knowing pedagogical technologies, basics of psychology and correctional pedagogy, individual differences of children |
Emotional acceptance of children with different types of disorders |
– |
– Willingness of teachers to model a lesson, use variability in the learning process, etc.;– Readiness to include children with various types of impairments in activities in the classroom and satisfaction with their own pedagogical activities |
| Internal motives for the implementation of inclusive education |
– |
Acceptance of a student with special educational needs |
– |
Teacher's confidence in the implementation of his own actions in relation to the students of the inclusive class |
| Attitudes and values in relation to inclusive education (conative) |
Awareness of the essence and meaning of inclusive education, knowledge of the personal characteristics of “special” children |
Attitude towards a person with a disability |
– |
“Communicative” - the ability to organize the interaction of a teacher with participants in an inclusive educational space;“Reflexive” - analysis of one's own pedagogical activity |
| Self-development, interest in inclusive education |
Knowledge of the characteristics of children with special educational needs and technologies of organizing the educational process |
– |
Ability to design and implement educational activities in an inclusive space |
“Reflexive” - empathy, responsibility, reflexivity |
| The need to successfully complete the task, interest in activities, the desire to succeed and show oneself from the best side |
Understanding responsibilities, work tasks, assessing its significance for achieving the final results of activities, presenting possible changes in the situation, etc. |
A sense of professional and social responsibility, confidence in success, inspiration |
– |
“Volitional” - self-control and mobilization of forces, concentration on the task, distraction from interfering influences, overcoming doubts, fears |
| Motivationofself-development |
– |
Attitude towards students with disabilities, level of empathy |
Communication flexibility, lack of social stereotypes |
– |
| A positive attitude towards learning and motivation for joint activities of students with disabilities and normal development |
Understanding characteristics of children with disabilities |
“Emotional-volitional” - the ability to regulate emotional-volitional processes |
– |
“Personal component” - tolerance, communication skills, the ability to self-organize |
| “Emotional-motivational” - interest in professional activity |
Knowledge about the peculiarities of the development of disabled people |
“Emotionallymotivational” - positiveattitude |
“Operational-competence” - knowing methods, technologies for the implementation of inclusive education |
“Axiological” - attitude towards inclusion;“Volitional” - responsibility, striving to achieve a positive result; “Communicative” - the organization of social interaction with disabled people;“Reflexive” - self-analysis of pedagogical activity |
| Interest in inclusive education, focus on success |
Knowledge about the nature and implementation of inclusive education |
|
Skills for organizing educational activities in the framework of inclusive education |
“Value-semantic” - the attitude of the teacher to inclusive education |
| Interest, motivation, achievement |
“Orientational” - knowledge and ideas about the specifics and conditions of inclusive education |
“Emotional-volitional” - self-control, managing one's actions and emotions, a sense of professional responsibility |
“Operational” - knowing methods and techniques of professional activity, understanding professional tasks in the context of inclusive education |
“Evaluative” - self-assessment and reflection of professional preparedness |
