THE READINESS OF THE MEDICAL UNIVERSITY TEACHERS TO INCLUSIVE EDUCATION

The article is devoted to the issue of the medical University teachers' readiness to put inclusive education into practice. The relevance of this work is determined by one of the priority directions of state policy in the field of higher education at the present stage, namely, increasing the availability of quality education that meets the modern needs of society and every citizen, in particular, citizens with disabilities and disabilities. Analyzing the regulatory document s governing the introduction of inclusive education in higher education it can be noted that the practice of introducing this type of education in medical universities is not fully reflected and requires high-quality refinement, taking into account the specifics of the university. In the course of the research conducted in Ryazan State Medical University named after academician I.P. Pavlov, the main problems associated with the aitude and readiness of teachers for inclusive education were identified: possession of innova tive educational technologies; the ability to vary the methods and forms of training; knowledge of the individual characteristics of students with different nosologies; emotional acceptance of students with disabilities; readiness to include them in the educational process. University professors demonstrated interest in the problems of training and education of students with disabilities, but only half of them are willing to work in these conditions. The main reason is the lack of special knowledge about the developmental characteristics of students with disabilities, their special educational needs and the pace of progress in the educational process of a medical school. The results of our study confirm the need to train medical school teachers to work in an inclusive education environment during the training of teachers in refresher courses and the individualization of the educational process for students with disabilities.