ON THE ISSUE OF THE READINESS OF SCIENTIFIC AND PEDAGOGICAL WORKERS OF THE UNIVERSITY TO IMPLEMENT INCLUSIVE EDUCATION

Introduction. The article is devoted to the development of inclusive education in higher educational institutions. As the authors of the article show, at the present stage of development of education in world and domestic pedagogy, they are increasingly turning to the idea of inclusive education. The driving force behind the development of inclusive education, including inclusive higher education in many countries, including the Russian Federation, has been the ratification of the UN Convention on the Rights of Persons with Disabilities, which is the leading international document that defines strategies, programs and recommendations on the right to education. Particular attention is paid to the development of higher inclusive education, considered as one of the basic and inalienable conditions for the professional self-realization of disabled people and people with disabilities, improving their social status, ensuring their full participation in society.

Materials and methods. The article defines the peculiarities of the regulatory and organizational conditions that ensure inclusive education in educational institutions of higher education. The features of the organization of inclusive educational activities at the university are highlighted.

Results. The article discusses the monitoring of teacher readiness for inclusive education and a description of the general picture of the readiness of Russian teachers for it, using qualitative and quantitative analysis. Needs for further participation of teachers in continuing education programs are identified. A survey of university teachers was conducted. Based on the results of the monitoring of the readiness of the faculty to work in inclusive groups, the conclusion was substantiated. The effective integration of modern information and technological technologies in the processes of further education is substantiated, which can become a necessary tool for solving one of the main problems, which consists in increasing the level of readiness of scientific and pedagogical workers of higher education to implement inclusive education.

Discussion and Conclusions. The article discusses the role of the development of higher inclusive education, considered as one of the main and inalienable conditions for the professional  selfrealization of disabled people and people with disabilities. The role of further education in the advanced training of university teachers was considered. The system of training scientific and
pedagogical personnel for work in an inclusive education environment is defined. The components of the introduction of information technology education, occurring through a change in the types of information activities.

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