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Introduction. Diversification of education of children with special needs, carried out on the basis of the inclusive educational paradigm, actualized the tasks of formation and development of inclusive competencies of teachers in general educational organizations. These competencies, however, should be considered in their connection with inclusive dispositions of a teacher as meaning structures of his/her personality. But the problem of interrelation of inclusive dispositions and teachers’ competences has not been empirically developed so far. Establishing the nature of the relationship between inclusive dispositions and competences of teachers of general education organizations was the purpose of the study, which was implemented in the context of the typological approach to inclusive dispositions of teachers and the materials of which are presented in the paper. Materials and Methods. The study surveyed 759 primary, secondary, and supplementary education teachers from 7 federal districts of Russia. The authors employed diagnostic methods, including a situational professional test for evaluating the development of inclusive competencies in teachers, as well as a self-identification questionnaire for determining a teacher’s inclusive dispositions. Results. The materials of the study show that there are reliable differences between teachers characterized by different types of inclusive dispositions with regard to all basic inclusive competencies. Least of all they are formed among teachers with pronounced negative and skeptical inclusive dispositions, with the negative disposition acting as a predictor of underdevelopment of teachers’ inclusive competencies, while the links of supportive and analytical inclusive dispositions with teachers’ inclusive competencies are weak, although reliable. Discussion and Conclusion. The study, augmented by newly obtained empirical data, enhances understanding of the professional and personal readiness of teachers for inclusive education. Its findings underscore the necessity of focused efforts to shape and refine the perceptions of a teacher’s professional activities within inclusive settings. This necessitates their integration into the development of professional training programs geared towards inclusion for teachers.

Introduction. The aim of this paper was to look into the status of competence-based support for the inclusive education of children with disabilities from the standpoint of the unity of the competence-based approach to the preparation and professional activity of a teacher at an inclusive educational organization. Its relevance is defined by the need to determine the level of formation of inclusive competence of teachers in its direct correlation with the competence models embedded in the programs of inclusive-oriented university’s training of teachers. Materials and Methods. The study involved 1 340 teachers working in inclusive educational organizations of general and additional education. They do not have university training in the field of defectology. The diagnostic and methodological basis for assessing the level of formation of inclusive professional competencies of a teacher was the authors-developed test that combined test tasks to identify the readiness of teachers to implement the right professional actions and decisions in conditions of inclusion. Results. The results obtained indicate the imbalance in the formation of the key components of the professional competencies of teachers for inclusive education. Teachers have the most pronounced inclusive competencies in the field of individual or joint support with other specialists of a child with disabilities in the educational process and the organization of an individual learning route for him/her. The least pronounced component of inclusive professional competencies is the knowledge about development of children with disabilities. The success of solving situational problems is mediated by the nature of teachersʼ activities and their inclusive practice experience. Discussion and Conclusion. The research materials may be in demand when designing training programs, professional retraining and advanced training of teachers of inclusive educational organizations, as well as in the framework of express diagnostics of the level of formation of inclusive competencies of teachers.

Целью настоящего исследования стало изучение роли культуры в конструировании нарративов индивидуальной жизни. Для решения задач исследования была разработана техника нарративного анализа взаимодействия человека и культуры. Предложенная методика строится на принципах идеографического подхода, элементах техники репертуарных решеток и основана на теориях структурного анализа фикциональных текстов, содержащих универсальные сюжеты и последовательности событий. Участниками исследования стали 223 человека, в том числе 133 подростка и 90 человек юношеского и зрелого возраста. Результаты исследования позволили выявить четыре типа сюжетных линий, доминирующей темой которых становится путешествие героя. Первый тип путешествия связан с испытанием личности героя, обретением им нового качества, что определяет локализацию его результатов, преимущественно во внутреннем мире. Второй тип путешествия проявляет себя через возвращение к исходным условиям, нарушенным какими-либо обстоятельствами, восстановление первоначального состояния и обретение гармонии. Такое путешествие преимущественно имеет результаты во внешнем предметном мире. Восхождение героя указывает на путешествие, преимущественно имеющее результаты во внешнем социальном мире. Четвертая сюжетная линия является скорее обозначающей социальный контекст путешествия, эмоционального знака участия в нем других людей. Результаты исследования показали, что культурные истории, представляющие значимость для испытуемых, становятся для них потенциально возможными мирами, обладающими высоким уровнем напряженности и сложности внешних условий. Значимые истории личного опыта, напротив, связаны с гармоничностью и психологической комфортностью ситуаций, кратковременным переживанием счастья.