Implementing of the inclusive education concept in the work of general educational institutions
Journal Title: Педагогіка формування творчої особистості у вищій і загальноосвітній школах - Year 2018, Vol 60, Issue 1
Abstract
The article is devoted to the topical issues of implementing of inclusive education concept in the work of general educational institutions. The authors focused on basic needs for change the educational paradigm in the Ukrainian society, revealing the concept of inclusive education and elucidate the purpose of the concept: definition the state policy priorities in the field of education in terms of ensuring the constitutional rights and state guarantees for children with special educational needs; creation of conditions for improving the system of education and social rehabilitation of children with special educational needs through the introduction of innovative technologies, in particular, inclusive education; the formation of a new philosophy of the civil society in terms of enhancing positive attitudes towards children and persons with special educational needs and disabilities. In the article, it is determined that for the implementation of the concept it is necessary to solve issues related to normative-legal, educational-methodical, staff support of inclusive education: development of the official document on the procedure for the organization of inclusive education in general educational institutions; development of personally oriented curricula, programs, methodical recommendations; development of criteria for assessing achievements of pupils with special educational needs; support of educational institutions with special textbooks and visual-didactic materials; the implementation of the correctional and developmental component of a personally oriented curriculum, through the comprehension of an individual and differentiated approach. A current analysis of the educational process ostend that there are obstacles to the implementation of inclusive education – destitution of proper education for pedagogical employees, lack of experienced personnel, absence of adapted educational programs, and financing does not provide for all needs. The authors also analyze the first country’s achievements: implementation of normative-legal, scientific and methodological support of the educational process, use of contemporary approaches to inclusive education and creating a foundation for effective educational correctional results.
Authors and Affiliations
О. А. Тельна, М. В. Прокопова
Keywords
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