инклюзивное образование

Introduction. Creating conditions for every citizen to receive a quality education is one of the priority government tasks. One of the ways to solve this problem is the inclusive transformation of education. At the same time, in pedagogical science there is a problem of insufficient theoretical and methodological justification for the formation and development of inclusive education, which leads to a variety of inclusive educational practices and sometimes their low effectiveness. Theoretical analysis.

The purpose of this article is to consider the foreign experience of studying the conditions for the formation of social attitudes. The article covers the problem of studying conditions for the formation of teaches' attitude to inclusive education. The offered data show the importance of the research as teachers are social and psychological phenomena reflecting a unified motivational system of professional activity and affecting its efficiency. There is a lack of works on studying the attitude of teachers to inclusive education in Russia's science.

In the modern Russian education system, there are a number of discrepancies, when at the legislative level the rights of a child with disabilities to study in the environment of normatively developing peers are recognized, but at the educational level the educational process remains unchanged, and therefore the professional activity of teachers requires deep rethinking. At the center of this discrepancy is the family of a child with disabilities, which is disoriented in the social situation, moral categories and personal values.