Current Problems of Teachers' Readiness of Higher Educational Institutions for Implementing Inclusive Education

The development of world education is implemented in accordance with the Convention on the Rights of Persons with Disability and other regulations that determine the right of people with disability to receive quality education at all levels, including in the field of vocational training. Studying the experience of Ukraine will provide an opportunity to take into account the trends of inclusion in higher education in order to increase its effectiveness. The purpose of the article is to study the state of teachers' readiness of higher educational institutions (HEI) for implementing inclusive education. Methods of research: analysis of literary sources on the problems of inclusive education; questioning teachers of HEI; quantitative and qualitative analysis of the results of the research. The results of the study showed the insufficient readiness of teachers of HEI for implementing inclusive education as evidenced by the lack of understanding of the essence of inclusive education, special educational needs of children and the specifics of their education in inclusive institutions; prejudice against persons with SEN and inclusion processes; low self-esteem of inclusive competence and desire to increase it. According to the results of the questionnaire, the ways of development of inclusion in the HEI were outlined. The perspective task of the research is the development and testing of the content and methods of formation readiness of scientific and pedagogical workers for inclusive education.