(2025) Science and education, 3, 54-59. Odessa.

Olha Tkachenko,
PostgraduateStudent (third, educational and scientific level)
in the specialty 053 Psychology at the Department of General and Differential Psychology,
The state institution “South Ukrainian National Pedagogical University named after K. D. Ushynsky”,
26, Staroportofrankivska, Str., Odesa, Ukraine,
ORCID ID: https://orcid.org/0009-0009-1353-3184

TEACHERS’ MOTIVATIONAL READINESS FOR INCLUSIVE EDUCATION OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

The article presents the results of an empirical study of teachers’ psychological readiness for inclusive education of children with special educational needs (SEN). The significance of teachers’ preparation for inclusion is analyzed, and the main aspects of psychological readiness, as well as the factors influencing the success of integrating children with SEN into the educational environment, are identified. It is highlighted that a considerable number of psychological studies – both Ukrainian and international – have been devoted to this issue. The empirical study made it possible to determine the level of psychological readiness of teachers working in inclusive classrooms. The survey results revealed that most teachers in inclusive settings demonstrate a high level of awareness of themselves as subjects of inclusive education, while certain problematic aspects remain. The psychological features of teachers’ readiness for inclusive education of children with SEN were studied. It was found that teachers’ psychological readiness for inclusive teaching is mainly influenced by six key components – cognitive, reflexive, volitional, communicative, motivational, and emotional readiness – and by three additional components: methodological readiness, readiness for teamwork, and readiness for innovation. The distinction between the main and additional components of readiness is justified by the fact that the first group is based on individual psychological and personal characteristics of teachers, representing stable qualities of their cognitive-reflective, emotional-volitional, communicative, and motivational spheres. At the same time, the additional components – methodological readiness, readiness for teamwork, and readiness for innovation – are acquired in the course of professional development and lifelong learning of teachers working with children with special educational needs. The scientific problem of developing teachers’ psychological readiness for inclusive education of children with special educational needs has significant theoretical and practical importance. Its solution will contribute to improving the effectiveness of inclusive education, creating a psychologically safe environment for all participants in the educational process, and promoting the development of a learner-centered paradigm of education.Studying the psychological mechanisms, patterns, and conditions of forming such readiness makes it possible to enhance the system of teacher training and ensure the sustainable development of inclusive education in Ukraine.

psychological readiness, inclusive education, special educational needs, teacher training, inclusion, emotional stability, tolerance, motivation, socio-psychological climate, cohesion

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