INCLUSIVE EDUCATION ORGANIZATION AT THE NATIONAL LEVEL
The article examines organizational issues of the inclusive education implementation in Ukraine. The level of the society civilized development depends on its attitude to humans as the highest value based on respect, tolerance, a sympathetic treatment of everyone, and especially of people with spe...
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| Main Author: | |
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| Format: | Article |
| Language: | English |
| Published: |
Alfred Nobel University Publisher
2021-06-01
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| Series: | Вісник Університету імені Альфреда Нобеля. Серія Педагогіка і психология |
| Subjects: | |
| Online Access: | https://pedpsy.duan.edu.ua/images/PDF/2021/1/15.pdf |
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| Summary: | The article examines organizational issues of the inclusive education implementation in Ukraine. The
level of the society civilized development depends on its attitude to humans as the highest value based on
respect, tolerance, a sympathetic treatment of everyone, and especially of people with special needs. The
study argues that inclusion in Ukraine is being implemented in accordance with the international standards
and universal values.
Emphasis is placed on the «child-centered» education system, where a holistic approach dominates.
It ensures the realization of equal rights and opportunities for everyone and provides equal access to quality
education. The main terms for the strategy development from institutionalization to inclusion are: ensuring
the right and possibility to choose an educational institution and curriculum according to child’s individual
characteristics; implementing children’s achievement stimulation in various fields of activity; ensuring
their socio-pedagogical protection, recognition of their rights and freedoms; inclusive competence of the
scientific and pedagogical workers and applicants.
Inclusive higher education ought to be developed on the principles of dialogue in the framework of
partnership pedagogy, subject-subject relationships within a healthy educational environment, and the
principles of coexistence, mutual sovereignty, free co-development, unity, and decision-making.
The article provides scientifically-grounded information about the main components of teacher
training necessary for working with students with special educational needs (motivational, cognitive,
creative, activity-based), the principles of teachers’ activity aimed at ensuring the effectiveness of the
correctional and developmental measures. The emphasis is laid on the analysis of the system of correctional,
preventive, and developmental tasks, unity of diagnosis and corrective measures, corrective methods,
the set of psychological influence methods, taking into account the age and individual characteristics of
students, and active involvement of the immediate social environment.
Among the most important issues highlighted in the article are the problems occurring during the
organization of inclusive education and its support. The study findings substantiate the significance of the
preventive measures system helping to increase the efficiency of the corrective work during the inclusive
education implementation at higher education institutions.
An inclusive model of educational space implies a comprehensive approach that includes a system
of educational services, namely an adaptation of curricula and plans, physical environment, innovative
teaching methods and forms, use of the existing social resources, the involvement of parents, and
cooperation with specialists to provide qualified services to people with special educational needs, and
creating a comfortable educational environment. The main idea of the inclusive approach to education
is that it is not the individual, who should adapt to social or social-economic relations, but society should
create suitable conditions to meet the special needs of each and every individual. |
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| ISSN: | 2522-4115 2522-9133 |