Orientaciones valiosas a los maestros de educación inclusiva en Rusia: resultados de un estudio piloto.

Oleg Vladimirovich Pavenkov; Mariia Pavenkova Rubtcova

Oleg Vladimirovich Pavenkov Department of Media communication at the Saint Petersburg Institute of Film and Television, Russia.
Mariia Pavenkova Rubtcova Department of Sociology at the Saint Petersburg State University, Russia.

Palabras clave: educación inclusiva in Rusia, profesores, discapacidad, Universidad Estatal de San Petersburgo

Resumen

El uso de instrumentos sociológicos revela el interés de los maestros en Rusia (San Petersburgo) por las personas con discapacidad y su educación. Se llevó a cabo una investigación cuantitativa con 60 estudiantes de la Facultad de Artes de la Universidad Estatal de San Petersburgo, 50 estudiantes de la Facultad de Filosofía, Teología y Ciencias de la Religión de la Academia Rusa humanitaria cristiana, y 20 estudiantes de la Facultad de Psicología de la Academia rusa humanitaria cristiana de diferentes cursos. Se utilizó el cuestionario y el procesamiento de datos en SPSS. Los resultados muestran que los estudiantes están pobremente interesados en la educación inclusiva. La razón principal de esta situación es la falta de altruismo en el comportamiento. Es difícil preparar a los profesores de educación inclusiva sin la participación del componente altruista en la educación de los psicólogos, maestros y trabajadores sociales que trabajan con personas con discapacidad.

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