Readiness of university teachers to work with students with disabilities

The article presents the results of a study of the readiness of University teachers to work with students with disabilities. The readiness of the University teacher to work in the system of inclusive education is considered by the authors as a complex integrative professional and personal education, consisting of three interrelated components: cognitive, affective and behavioral, and is one of the conditions for the success of teaching students with disabilities in high school. In other words, the effective professional activity of a University teacher is facilitated by the knowledge of the students ' personality and their health features, positive attitude, acceptance and experience of interaction with them. In the framework of the study, 119 teachers of universities of Russia, Belarus and Poland were surveyed. The results allowed to determine the degree of readiness of University teachers to work with students with disabilities and, as a result, demonstrated the need for correction or development of each of the three components of this readiness.