Psychological readiness of primary school teachers to the introduction of the inclusive education in the Republic of Dagestan

Abstract

This article deals with the psychological readiness of primary school teachers in the Republic of Dagestan to teaching children with special needs (psychological and physical development peculiarities) under the conditions of a regular school. The article presents the results of empirical studies that demonstrate the basic parameters of the psychological readiness of primary school teachers to include children with special educational needs into the general educational process.