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1

ІНТЕГРАЦІЯ ЯК ФОРМА СОЦІАЛЬНОГО БУТТЯ ДІТЕЙ З ОСОБЛИВИМИ ОСВІТНІМИ ПОТРЕБАМИ

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Малишевська І.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 7(51)
369-376
EN
The article is focused on the theoretical analysis of the notion «integration» in education. Modern approaches to the definition of this notion are analysed from the point of view of inclusive education in Ukraine. Social values have been rethought under the influence of social and political changes in Ukraine. Among them are child’s rights. Human values have been recognized as the top priority. This fact requires the theoretical rethinking of the notion «integration» considering inclusive terminology. Research shows that integration is not optimal for children with special educational needs and disability due to the objective and subjective factors. The development of inclusive education in Ukraine nowadays is marked by the rethinking of the notion “integration”. New tendencies in social policy influence the process of integration in education. New concepts ensuring equal conditions for achieving different educational levels by children with special educational needs appear. At present there is a tendency to replace the notion «integration» by the notion «inclusion». It implies the transition from the system which provides the adaptation of a child to educational requirements to the system adapting to the needs of a child. All these increase concern about the necessity of introducing inclusive education and make it the topical issue of formation and development of inclusive education in the country. To address the problems at various stages of research the following theoretical methods were used: retrospective comparative analysis of philosophical, psychological, pedagogical and methodological literature, thesis papers to ascertain the state of elaboration of the problems researched; ordering, synthesis, generalization, theoretical modeling. The results of the theoretical analysis of the notion «integration» require further study of such notions as «inclusion», «inclusive education», «inclusive learning environment», their relationship and succession. The results of the theoretical analysis of the essence of the concept «integration» in the light of inclusive education implementation in Ukraine requires further investigation of key definitions, their interrelation and succession.
2

МІЖНАРОДНЕ РЕГУЛЮВАННЯ ПРАВ ОСІБ З ОСОБЛИВИМИ ОСВІТНІМИ ПОТРЕБАМИ ТА ІНВАЛІДНІСТЮ

100%
Малишевська І.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 4(48)
24-32
EN
The article analyses international special educational needs and disability acts in terms of disabled students’ equal access to education. Discrimination against students with disabilities and their social isolation appears to be a topical issue for any democratic state. Thus, ensuring conditions for the development of every personality has become the priority for each state. On the other hand, globalization, humanization and educational integration have become the main tendencies of social development at the beginning of the third millennium. Consequently, there developed a different view on education in a modern society. At present everybody has an equal access to education. To meet the special educational needs of each student the inclusive education was introduced. Inclusive education tends to be concerned with creating learning environment to meet each learner’s requirements and possibilities irrespective of his or her psychological and physical development. European community stresses that students with special educational needs and disability shouldn’t be discriminated, they must be educated in regular classes at their local schools. They find inclusive education the most favourable for learning students with special educational needs and disability. International community considers the introduction of inclusive education to be a matter of priority in reforming all modern educational systems. Modern society has recognized the disabled people’s right to their full participation in social life and realized the necessity for creating conditions to enjoy this right. For these reasons each country including Ukraine tries to make its legislation corresponding to international one in terms of equal access to education for learners with special educational needs and disability. The article gives a review of international regulation of the rights of people with special educational needs and disability to have equal access to education.
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