TEACHER’S INCLUSIVE CULTURE DEVELOPMENT
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Author(s): | Frolova I. A., Gayazova E. B., |
| Number of journal: | 2(75) | Date: | June 2026 |
| Annotation: | Inclusive education today is one of the key priorities of state educational policy and represents a crucial social institution that ensures equal rights and opportunities for all students, including children with disabilities. In the context of inclusive education, where the diversity of students’ needs becomes the norm, the value‑based attitude of educators towards their work acquires key importance. Across all levels of the education system, teachers must develop a shared understanding of an inclusive environment. Continuing professional development serves as an important tool for educators to make informed choices about their professional growth trajectory, enabling them to adapt to the challenges of an inclusive educational setting. Accordingly, the aim of this article is to select and structure the content of a practical intensive program designed to foster educators’ value‑based attitude towards inclusion. The main research method is a survey of trainees at the Institute for Educational Development of the Republic of Tatarstan. This approach helps identify the key barriers hindering the full implementation of inclusion primarily the lack of emotional and personal readiness among educators to work with children with disabilities. The experiment involved 50 educators participating in the additional professional retraining program entitled “Practical Psychology in the Education System”. The article reveals the nature and content of value‑based attitudes in teacher training, introduces the developed author’s practical intensive course, and describes how it enlightens educators on the specific aspects of working with people with disabilities through inclusive experience; fosters educators’ value‑based attitude towards inclusion; enhances their emotional and personal readiness to work in an inclusive educational environment. | ||
| Keywords: | inclusion, value‑based attitude, additional professional education, persons with disabilities, practical intensive course, pedagogy, education system, teaching staff, emotional readiness, teacher training, value system |
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| For citation: | Frolova I. A., Gayazova E. B. Teacher’s inclusive culture development. Biznes. Obrazovanie. Pravo = Business. Education. Law. 2026;2(75):531—538 DOI: 10.25683/VOLBI.2026.75.1643. |
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