Formation of teachers’ readiness for children inclusive education by digital technologies means

Abstract

The purpose of the article is to form a conceptual model of teacher readiness for inclusive education of children by means of digital technologies. The methodology is based on a quantitative-qualitative methodology and in-depth qualitative case study approach. The in-depth qualitative case study approach made it possible to form a model of the teacher's readiness for inclusive education of children by means of digital technologies. The results demonstrate the average level of efficiency in the practice of using digital technologies and organizing an inclusive environment with the help of tablets, laptops and other equipment. The lack of awareness of the teacher in possible technical problems and technical support and additional difficulties of children with disabilities exacerbates the problems of inclusion.