Model of developing teacher readiness for inclusive education by means of cinematography

this article presents a theoretical model of the process of developing teachers' readiness for inclusive education by means of cinema. The purpose of the study is to develop and theoretically substantiate a model of developing teachers' readiness for inclusive education by means of cinema, aimed at developing the motivational, cognitive, axiological and conative components of their professional training. This article describes a model of developing readiness for inclusive education, and also reveals the goals of the three blocks of the model, pedagogical tools. Two approaches to defining inclusive education are outlined. Materials on previously studied means of developing inclusive readiness are analyzed. The scientific novelty of the study lies in the fact that it is the first to propose the use of cinema as the main means of developing teachers' inclusive readiness, which expands traditional approaches (advanced training courses, trainings). A three-block model has been developed that integrates the value acceptance of inclusion, expansion of knowledge and its practical implementation, with an emphasis on emotional and personal aspects. Specific functions of cinema in the pedagogical process (motivating, axiological, reflexive, hermeneutic, heuristic) have been identified that have not previously been systematized in the context of inclusive education. The study found that existing methods of forming inclusive readiness (knowledge-oriented) are not effective enough to develop value acceptance and personal qualities of teachers, and confirmed the hypothesis about the potential of cinema in overcoming barriers: films promote empathy, destroy stereotypes and demonstrate successful inclusive practices.

inclusive education, children with special educational needs, readiness for inclusive education, cinema