ОСОБЛИВОСТІ ВПРОВАДЖЕННЯ ІНКЛЮЗИВНОЇ ОСВІТИ (НА ПРИКЛАДІ СУМСЬКОЇ ОБЛАСТІ)
The features of the implementation of inclusive education (on the example of the Sumy region)
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The article defines the terms «inclusion», «inclusive education». It is found out that taking into account the global trends in education in Ukraine a form of joint training and education of children with disabilities and their healthy peers is increasingly spreading. The author reveals the researchers views on major issues of problems of implementation of inclusive education in Ukraine. It is noted that the study of the practice of the education of children with impaired mental and physical development revealed that the modern system of educational services is based on the principle of ensuring the fundamental right of children to education and the right to study in the community. The system provides for the education of children with special educational needs in terms of educational institution – inclusive education. The model of inclusive education and basic tasks of its implementation in the framework of our research is defined. The results of the analysis of the practice of inclusive education in the Sumy region (the results of the analysis of the dynamics of implementation of inclusive education, the number of the students with mental and physical impairments that are covered by the inclusive form of education in the Sumy region for three years) are analyzed. The results of the survey of the students, parents and teachers to implement inclusive form teaching students with mental and physical impairments in educational space are mentioned. Conducted within our research a special survey of the students, parents, teachers has found that only a third of them believe that the whole society humanely and mercifully put in the category of children with special educational needs. Based on these results the features of the introduction of this form of training at the regional level and the importance of the formation of social relations of its implementation are identified. As a result of analysis of the survey data, it was found that the vast majority of children showed a strong interest in theory readiness for collaborative learning with children with special needs. The main directions of improving the implementation of inclusive education at the regional level are improving the legal framework, the financial principles, the formation of material-technical base, methodology and staffing, creating a supportive environment at schools, overcoming professional and social stereotypes.
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