FUTURE TEACHERS’ PSYCHOLOGICAL READINESS FOR INCLUSIVE TEACHING: COPING-STRATEGIES

The paper deals with the issue of psychological readiness of future teachers to work under conditions of inclusive education. The indicators of behavioral adaptability, stress reactions and decisiveness in overcoming difficulties in inclusive educational activities, indicating the coping-strategic aspect of psychological readiness, are determined. They were the basis for the development of diagnostic materials (inventories and questionnaires), whose application in the course of an experiment made it possible to obtain appropriate empirical data for a clear quantitative and qualitative differentiation of students in terms of (perfect, satisfactory, unsatisfactory) psychological readiness for inclusive educa- tional activities. The research outcomes show the urgent need to find effective ways of disclosing coping-strategic re- serves of future teachers, which in properly established conditions of higher education open up a broad perspective to increase the level of psychological readiness for inclusive teaching.