Introduction. Nowadays, substantial intensification of inclusive processes in educational system (especially in higher education) identifies the need for thorough research of psycho-pedagogical foundations for the development of inclusive education culture.The aimof this research was to identify and compare the levels and factors of social-psychological well-being of healthy students, students with disabilities and students of inclusive groups.Methodology and research methods. At the methodological level, the research was based on the proposition that inclusive education assumes the formation and support of such an integrative socio-psychological space, in which neither students with disabilities nor healthy students feel anxiety in the course of interaction in the classroom or out-of-class situation. As the main methodological tool,a specially designed questionnaire was used for fixing the socio-emographic characteristics of the respondents, as well as for clarifying the problematic experiences of students and their attitudes to using social support resources, for identifying the characteristics of students’ assessments of the conditions of higher education, their satisfaction and involvement in student life and attitudes towards inclusive education. The received results of monitoring were processed by means of the following qualitative and quantitative methods of the analysis: the content analysis; the analysis of percentage with the use of the Pearson’s chi-squared test (χ2); comparative analysis with the use of Student’s t-test; the median test and one-factorial dispersive analysis; correlation and factorial types of the analysis. The statistical software packages Statistica 7.0 were employed for the calculation of the results.Results and scientific novelty. The authors clarified the patterns of formation of the barrier-free socio-psychological environment of the university, which implements the concept of inclusive education. It was established that there are no global differences in the parameters of socio-psychological well-being between students with disabilities and students without disabilities. This determines the favourable social and psychological prerequisites for development of inclusive higher education. Belonging to the same socio-typological and age group and the same leading activity cause the similar experience (e.g. similar problems and difficulties) of both groups of students. The type of disabling health condition, i.e. a disabled student with the defined particular nosological group determines only the specifics of the difficulties, which might be faced in higher school. The conclusion was drawn that successful inclusion of students with disabilities in educational process and social space of university contributes to positive students’ perception of the high school environment.Practical significance. The research outcomes might be used to define the content, directions and forms of work to support students in the conditions of inclusive education. Thus, it is recommended to further develop the system of inclusive education through the following actions: to optimise social conditions of disabled students; to hold rehabilitational and psychological training sessions focused on communication; to organise educational work in order to raise students’ awareness of special technical means of inclusive education; to involve inner circle of people (parents, friends, fellow students) close to disabled students in the process of socio-psychological support.

Проблема и цель. В условиях происходящей диверсификации образования детей с ограниченными возможностями здоровья, в том числе слепых и слабовидящих, принципиальное значение приобретает уяснение того, какое влияние институционализация инклюзивного образования оказывает на ключевые потребности педагогических коллективов школ, осуществляющих обучение таких детей. Предпринятое в 2018 г. исследование и имело целью изучение иерархии и внутреннего содержания кадровых, компетентностных, методических и профессионально-коммуникационных потребностей педагогических коллективов школ, ведущих обучение детей с глубоким нарушением зрения в условиях выстраивания институционального баланса между дифференциацией и инклюзией. Методология. В основу исследования был положен метод контент-анализа. Анализу подвергались тексты следующих документов, размещенных на сайтах 153 школ, в которых в инклюзивном или дифференцированном формате обучаются слепые и слабовидящие дети: стратегия развития учреждения, результаты самообследования, материалы родительских собраний. Предметом контент-анализа выступили потребности педагогических коллективов в привлечении новых специалистов, в повышении квалификации и в методическом сопровождении имеющихся сотрудников, а также в активизации их общения в профессиональной среде; единицами подсчета явились соответственно необходимое количество новых специалистов и их профиль, желательная тематика и продолжительность повышения квалификации имеющихся Исследование проведено в рамках государственного задания Министерства образования и науки РФ на выполнение работ по организации общественно-значимых мероприятий в сфере образования, науки и молодежной политики в целях организации и проведения мероприятия «Осуществление деятельности Федерального ресурсного центра по развитию системы комплексного сопровождения детей с нарушением зрения» на 2018 год. Немирова Наталья Викторовнакандидат социологических наук, доцент, заведующая социологической лабораторией, Российский государственный педагогический университет им. А. И. Герцена,

Представлены результаты исследования, касающегося ключевой для практики инклюзивного высшего образования проблемы -готовности вузовских преподавателей к обучению инвалидов.При значимых различиях в уровне готовности в зависимости от профессионально-личностных характеристик научно-педагогических работников статус профессорско-преподавательского состава в целом не оптимален в соответствующем аспекте. Это проявляется в недостаточном уровне интериоризации преподавателями инклюзивной образовательной парадигмы, в отсутствии у них научно обоснованных представлений о специфике учебно-познавательной и коммуникативной деятельности студентов-инвалидов и о нормативно-методических и технологических основах их обучения, а также в редуцированности мотивации к повышению квалификации в вопросах инклюзии.Ключевые слова: инклюзивное высшее образование, инвалиды, профессорско-преподавательский состав, научно-педагогические работники вузов, готовность к инклюзивному обучению студентов с инвалидностью.The paper reports on the outcomes of a research that focused on the key element of inclusion in higher education: the readiness of the academic teaching staff to educate students with disabilities. The study revealed a marked difference in the levels of preparation which were linked to the professional and individual characteristics of the teaching staff, as well as a general need for improvement in this aspect. Teachers may lack interiorisation in respect to the paradigm of inclusion, scientifically substantiated knowledge of the specific features that characterise the disabled students' learning and communication activities and the knowledge of methodological and technological foundations of teaching individuals with special needs, and show reduced motivation towards further professional training in the sphere of inclusion.

The implementation of inclusion poses fundamentally new requirements for the professional competencies of teachers, which in turn determines the need for an empirically based competence model of a teacher of an inclusive educational organization. A complex of university programs for teacher training specifying the inclusive competencies could be used as an appropriate empirical base of the study. However, this research logic has not yet been implemented and the study was devised to fill this gap. Its purpose was to build a structural and meaningful model of an inclusive teacher based on an analysis of inclusive competencies presented in the teachers’ educational programs of universities. Content analysis was used to study the texts of 59 basic educational programs. Frequency and factor analysis of the matrix of representation of competency indicators in educational programs was also carried out. It was found that the semantic core of the inclusive competencies of the teacher reflects the need to take into account the special psychological and pedagogical status of children in terms of their personal position in learning, the originality of their development, health status and their specific educational needs. The integral inclusive competences of the teacher are the readiness to: organize an inclusive educational process as a whole; organize an individually oriented educational route; individual / collaborative support; and organize psychological and pedagogical support; substantive / instrumental knowledge related to working with students with disabilities. The competence profiles of teachers, set by university educational programs, are not fully consistent with both the existing theoretical models of the inclusive teacher competencies and the conditions for the implementation of inclusive practice. The research results include ideas about five-component structure of teacher’s inclusive competence. The practical significance is in the identification of the essence of the contradictions in the content of the university training of teachers for work in inclusive education, the elimination of which will contribute to improving the quality staffing of the inclusive education system.

Introduction. The institutionalisation of inclusion in higher education determines new requirements for university teachers, what is also found in the field of psychological readiness for the implementation of the educational process with the participation of students with disabilities. Aim. The present research was aimed to develop theoretical framework and experimental verification of the model of psychological readiness of academic teaching staff for the implementation of an inclusive educational process. Methodology and research methods. Methodologically, the research was based on the idea that the true implementation of inclusive higher education is conditioned by the formation of an inclusive culture of university teachers, which serves as the foundation for the implementation of inclusive practices and policies and one of the immanent attributes of which is psychological readiness to implement the educational process with the participation of disabled students. In the diagnostic and methodological terms, the current study relied on the authors' questionnaire containing the blocks of questions built using a 5-point Likert scale and characterising the severity of the various components of such readiness among university teachers in relation to working with disabled students of diverse nosological groups. The survey results were analysed qualitatively and quantitatively using the Cronbach Alpha coefficient, Shapiro-Wilk, Kolmogorov-Smirnov, Mann-Whitney tests, and the median test applying the Pearson test. To check the consistency of the proposed theoretical model of the psychological readiness of university teachers to implement an inclusive educational process, structural equation modelling (or SEM - the method of asymptotically non-parametric assessment) was employed. For statistical calculations, the program IBM SPSS Statistics ver.23 and the AMOS module were used. Results. The integrative model of the psychological readiness of faculty for the implementation of an inclusive educational process has been theoretically substantiated and experimentally confirmed. This model includes a motivational-value component (the acceptance of the values of an inclusive culture, beliefs and attitudes of the teacher regarding inclusive education), an affective component (the emotional acceptance of the situation of inclusive education and its subjects) and an operational component (the teacher's assessment of own skills in using the tools of inclusive education). In the presented model, the teacher's methodical preparedness for teaching students with disabilities acts as a cognitive component, and the resulting component is the implementation of inclusive practice based on the willingness and ability to interact with students with disabilities. It was found that, to the greatest extent, university teachers have formed a motivational readiness to implement inclusive education, but they experience a deficit of operational skills, when working with students with disabilities. At the same time, the level of psychological readiness to implement an inclusive educational process significantly differs depending on the subject specialisation of teachers and the presence / absence of previous experience of interaction with people with disabilities. Scientific novelty. The model of the psychological readiness of teachers for the implementation of inclusive education in Russia was developed and empirically confirmed. Practical significance. The findings of this research highlight the significance of the stages of the formation of university teachers' psychological readiness for inclusive education. The following stages are determined: from providing basic methodological readiness in the framework of professional development through the creation of internal conditions for readiness for inclusive education, examining the experiences and psychological difficulties in interacting with people with disabilities, and, finally, to accompanying the actual inclusive teaching practice.