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ІНТЕГРАЦІЯ ЯК ФОРМА СОЦІАЛЬНОГО БУТТЯ ДІТЕЙ З ОСОБЛИВИМИ ОСВІТНІМИ ПОТРЕБАМИ

100%
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.
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