THE SPECIFICS OF PSYCHOLOGICAL DIFFICULTIES AND RESOURCES OF TEACHERS OF SPECIAL AND INCLUSIVE EDUCATION

Abstract

Working with children with disabilities is stressful, requires a lot of emotional, mental costs, resources to overcome professional stress. The article presents the results of an empirical study of psychological difficulties and resources of 50 teachers working in inclusive and special education. The author's questionnaire "Research of psychological difficulties and resources of teachers", the questionnaire of assessment of resources of coping with stress (Copying Resources Inventory for Stress - CRIS), methods of mathematical statistics were used. The predominance of emotional and motivational difficulties in working with children with disabilities was revealed. In the profile of psychological resources of teachers, significant differences were found (р≤0.05) in terms of confidence, stress control, structuring of professional activity, self-orientation. The specific resources of teachers of inclusive education are confidence and structuring. They are helped to cope with stress by faith in their own abilities and the ability to manage time and energy, planning and goal setting. Teachers in special schools significantly differ from their colleagues with the resources "control" and "self-orientation". They are helped to cope with difficult situations by the opportunity to express their opinion, to be independent, to criticize. They also use such methods as relaxation, thought control.