PSYCHOLOGICAL PREPAREDNESS OF UNIVERSITY TEACHERS TO WORK IN INCLUSION

To meet the needs of modem society in an available environment today means the inclusion of disabled people in professional work. The ability to work often depends on education. The quality of education of disabled people is significantly influenced by the preparedness of university teachers to work in inclusion. In this regard, the purpose of the article is to justify the structure of the psychological preparedness of university teachers to work in inclusive education. The leading research methods are the decomposition of the components of the teacher's psychological preparedness, the analysis of teachers' questionnaires, modeling and statistical processing of the research results. 353 university teachers from 25 universities of Russia took part in the experiment in 2018-2019. Based on its results, the authors of the article have identified the components of psychological preparedness for inclusive education; established relationships within the constituent components of psychological preparedness; developed and implemented the structure of psychological preparedness of the teaching staff to work in inclusive education. Practical use of the proposed structure of psychological preparedness of teachers allows to develop recommendations for measures to increase this preparedness of the teaching staff to work with disabled people at university. (C) 2021 Published by European Publisher.