ORGANIZATIONS OF INCLUSIVE EDUCATION FOR CHILDREN WITH SPECIAL NEEDS AT THE PRESENT TIME INDEPENDENCE OF UKRAINE (2011-2017)
DOI:
https://doi.org/10.15330/obrii.52.1.38-43Keywords:
inclusive education, children with special needs, socialization, adaptation, rehabilitation work, legislative documents, pedagogical phenomenon, independence of UkraineAbstract
The article is devoted to the disclosure of the organization of inclusive education for children with special needs in the era of Ukraine's independence. It is shown that it was significant for children with special needs that the Cabinet of Ministers of Ukraine decided: to approve the "Procedure for organizing inclusive education in general educational institutions." It was revealed that this Procedure determined the requirements for the organization of inclusive education in general educational institutions in order to realize the right of children with special educational needs to education at their place of residence, their socialization and integration into society, and involving parents in the educational process.
In the course of the research, a historical and pedagogical analysis of legislative documents related to the development of children with special needs was carried out, their necessity and significance in the era of Ukraine's independence (2011-2017) were highlighted; analyzed legislative documents on the development of children with special needs in the years of independence of Ukraine; their purpose is revealed, the significance in the socialization and adaptation of children with special needs to the surrounding world is shown; highlighted inclusive education as a separate model of an adaptation environment for children with special needs with the outside world.
Based on the study of legislative documents, it was established that the integration of children with special needs into the environment of healthy peers, as well as their educational and social inclusion, was a pedagogical phenomenon in the developed countries of the world, not only received scientific substantiation, but also firmly entered the system of education and public life, and in our country it was a novelty. The mode of functioning of such institutions for children with special needs was envisaged to provide constant professional psychological and pedagogical support and active rehabilitation work during study, but also in the afternoon using the professional potential, work experience of educators, who in most cases were experienced pedagogical workers.
Inclusive processes in education have a pronounced social and pedagogical essence, since inclusion is a modern, most effective form of socialization of children with special needs.
