УПРОВАДЖЕННЯ ІНКЛЮЗИВНОГО ПІДХОДУ ДО НАВЧАННЯ В ЗАКЛАДАХ ВИЩОЇ ОСВІТИ УКРАЇНИ: ВИКЛИКИ ТА ПЕРСПЕКТИВИ

Abstract

The issue of inclusion is particularly relevant in today's context, both globally and in Ukraine. Although the topic of inclusion is receiving a lot of attention in Ukraine today, inclusive education for people with disabilities in higher education institutions is not currently regulated by law, and therefore remains at the level of innovation and individual practice of a particular higher education institution. This is the reason for the relevance of this research, which aims to analyse the challenges of inclusive education in higher education institutions in Ukraine and draw conclusions about the prospects and methods of implementing this approach at the current stage of development of Ukrainian society. The purpose of this article is to analyse the existing approaches to inclusive education in secondary education institutions and to develop methods for implementing these approaches in the higher education system to ensure a sufficient level of accessibility of higher education for people with disabilities. Based on the analysis of scientific and statistical studies in the field of inclusive education, we have concluded that more attention within the framework of inclusion is primarily paid to the involvement of children of preschool, primary and secondary school age in inclusive processes. And this is right, because the earlier and faster a person with special needs is included in public life, the more effective the result of inclusion. Unfortunately, Ukrainian society is currently facing special challenges in rehabilitating and engaging people who have acquired physical and psychological disabilities in the course of and/or due to hostilities as a result of the aggression of an unfriendly country. The current conditions require a rapid response and the prompt creation of favourable living conditions for people with special needs. One of the aspects of implementing the principles of inclusion is inclusive education, including in higher education. New educational and professional programmes and curricula for disciplines taught in Ukrainian higher education institutions should be subordinated to this goal. Education systems should move away from more traditional pedagogy and adopt more learner-centred approaches that recognise that each person has a learning capacity and a specific way of learning. Curricula, teaching methods and materials, assessment and examination systems, and classroom management should be accessible and flexible to support differences in learning patterns. Key words: inclusion, person with special needs, inclusive education, person with disabilities, inclusive student.