Introduction. The inclusion of students with special educational needs in regular schools is currently one of the most important issues on the agenda of national and international education communities. A positive attitude of teachers to inclusive education is a factor of its effective implementation. The purpose of this study was to investigate the attitude of teachers to inclusive education in the Republic of Kazakhstan and to determine the factors influencing their positive attitude to wards inclusion. Materials and Methods. The sample consisted of 416 teachers of general secondary schools in the Pavlodar region of the Republic of Kazakhstan. The Sentiments, Attitudes, and Concerns about Inclusive Education Revised scale feedback form was used. For the processing of the results of the survey, nonparametric statistics (Spearman’s correlation coefficient) and multiple regression analysis were used. Results. A general neutral attitude of teachers towards inclusion was revealed. The experience of interaction between teachers and people with special educational needs does not contribute to the formation of their positive attitude towards inclusion. Educators – people who work in rural schools and are confident in teaching children with special education needs – have the most positive attitude toward inclusion. Discussion and Conclusion. A more detailed analysis of the respondents’ answers indicates the disinclination of teachers to implement inclusive education and the need for special training of teachers to work with children with special education needs that will increase their confidence in teaching children with special educational needs and create a positive attitude towards inclusion. Prospects for the study are to further explore attitudes of subject teachers, special education teachers, and providers of psychological and pedagogical support to inclusion in Kazakhstan and the impact of special training on the attitude of teachers to inclusion. The materials of the article will be useful to researchers interested in the problem of inclusive education, especially its condition in the Republic of Kazakhstan.

Th e aim of the present study was to investigate the attitudes of teachers and school administration towards inclusion. A distinctive feature of this study is the gradual increase in the number of its members as a result of the annual increase in the number of inclusive schools that was also refl ected in the qualitative composition of the sample. Th e study was conducted with the use of a questionnaire distributed among teachers and school administration. Th e article presents the results of a 3-year study, which made it possible to track changes in their attitudes towards inclusive education.Results show that in general all the participants have a positive attitude towards inclusion. However, there is a diff erence between the groups of teachers and administrators, as well as the groups of teachers in rural and urban schools.

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Образование в современных условиях требует подготовки педагога, обладающего высоким уровнем компетенций в области инклюзивного образования. В данной статье автором раскрываются основные подходы к определению понятия «готовность педагога к профессиональной деятельности». Первый подход рассматривает готовность как психическое состояние личности. Второй подход раскрывает данное понятие как качество личности и результат подготовленности к деятельности. Третий подход является синтетическим, комплексным, объединяющим первых два. Исследование построено на применении теоретических методов исследования (теоретический анализ, синтез, обобщение, сравнение). В качестве материалов использованы труды ученых по проблеме профессиональной готовности педагогов и их готовности к работе в условиях инклюзивного образования. Автором проанализированы сущность понятий «деонтологическая готовность», «деонтологическая компетентность», «инклюзивная компетентность», «готовность учителя к работе в условиях инклюзивного образования», представлены их структурные компоненты. В результате, базируясь на компетентностном подходе, раскрывается сущность искомой готовности. Деонтологическая готовность будущих педагогов к работе в условиях инклюзивного образования» есть личностное качество, содержательно раскрывающееся через комплекс компетенций, определяющих его эффективную педагогическую деятельность в условиях инклюзивного образования в соответствии с профессиональным долгом.

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