Teachers’ readiness for creating and implementing inclusive technologies into the educational process: structure components

The aim of the research is to define the structure of the teachers’ readiness for creating and implementing inclusive technologies into the educational process. This problem is relevant nowadays due to the requirements for teachers’ functions that are established in the teacher’s professional standard. The author considers the main concepts: inclusive technologies, teacher’s professional readiness, teacher’s professional readiness to organize the educational process within the inclusive education framework; and the teacher’s readiness for creating and implementing inclusive technologies in the educational process in order to achieve the research goal. As a result, the author has identified and characterized the structural components of the teachers’ readiness for creating and implementing inclusive technologies into the educational process, such as: motivation-volitional, cognitive, operation-technological and reflexive. Each of the components can be formed at one of 4 levels: threshold, reproductive, productive and creative. The listed levels include the teachers’ knowledge, skills and abilities for creating and implementing the inclusive technologies into the educational process. Summing up, the research shows that the teachers’ readiness for creating and implementing inclusive technologies into the educational process is a complex of formed structural components. These components formations testify that a teacher is ready to create and implement inclusive technology into the educational process.