ПСИХОЛОГО-ПЕДАГОГІЧНІ ДОСЛІДЖЕННЯ АКТУАЛЬНИХ ПРОБЛЕМ ВПРОВАДЖЕННЯ ДОШКІЛЬНОЇ ІНКЛЮЗИВНОЇ ОСВІТИ В УКРАЇНІ

Considering the current reality, there are new requirements for the organization of the educational process in higher education institutions of Ukraine. Thus, the problems and ways of the implementation of inclusive education for students with special educational needs are becoming increasingly important. The purpose of the study is to substantiate theoretically the problems and ways of implementing inclusive education in Ukraine based on the experience of the Faculty of Primary Education of H. S. Skovoroda Kharkiv National Pedagogical University. Methodology. A retrospective analysis of the development of inclusive higher education in Ukraine has been used; it has been found that it is necessary to organize an inclusive environment and implement training for students with special educational needs in higher education institutions. The study was based on the Convention on the Rights of Persons with Disabilities, Resolution of the Cabinet of Ministers of Ukraine of July 10, 2019 № 635 “On approval of the Procedure for the organization of inclusive education in higher education institutions”, educational programs on 013 Primary Education, and scientific and pedagogical works on conceptual approaches to the implementation of inclusive education; organization of training of persons with special educational needs; principles and functions of inclusive education, which indicated the need for inclusive education in higher education institutions. Results. The essence of the concept "inclusive education" has been defined. Problems of higher education of people with special needs have been described. The system of education of students with special needs has been determined. It is noted that art HUB for students and university teachers with special educational needs in H. S. Skovoroda Kharkiv National Pedagogical University has been opened. It has been determined that there are elective subjects “Fundamentals of inclusive education” (for the 3rd year students) and “Features of working with an inclusive child” (for the 4th year students) in the educational program “Primary Education” at the Faculty of Primary Education of H. S. Skovoroda Kharkiv National Pedagogical University. The educational program "Primary education with methods of special education" for applicants for the first (bachelor's) level of higher education has been described. The examples of students’ working with an inclusive child are described. Conclusions. The process of successful integration of people with special needs in a higher education institution requires a systematic solution of many tasks. Creating an environment accessible to people with special needs is becoming an unconditional requirement for the development of higher education institutions and significantly affects the competitiveness of a modern IHE.

The right of children with special needs to education is realised through the introduction of inclusive education. Such practice is common in many countries around the world. An inclusive setting in early childhood education protects children from segregation and negative attitudes from others. In Ukraine, in connection with European integration, preschool inclusive education is actively developing. Accordingly, studying of inclusive education and the practice of preschool educational institutions for children with special educational needs in the country is relevant, and determining the specifics of this process became the purpose of this study. Analysis of the legal framework, method of comparative analysis, synthesis and analysis of quantitative indicators, questionnaires, systematisation and generalisation of statistical data were used during the research. A comparison of inclusive preschool education implementation experience in the European Union (EU) and Ukraine was conducted and the main trends in the development and implementation of inclusive education in Ukraine were identified. It was found that membership in the EU has a positive effect on both pre‐primary education in the member states and the practice of inclusive education. This study can be useful for educators and policy makers in Ukraine for developing ways to improve the situation with inclusive education both in preschool educational institutions and in schools, as well as for educators and policy makers from other countries, especially the Commonwealth of Independent States (CIS) countries, where similar processes are taking place in their educational systems.

The relevance of the research is explained by the fact that inclusive education in Ukraine requires improvement of the regulatory framework to regulate both the physical presence of a child with special needs at school and changes in the school itself, school infrastructure, and the relationship between students and teachers and between teachers and medical professionals: psychologists, psychiatrists, defectologists, etc. The purpose of the research is to explore the current state of legal regulation of inclusive education and prospects for its further development in Ukraine. One of the main methodological techniques of the study is a comparative approach. The comparative legal approach analyses the legislation of different countries of the world that regulates inclusive education. The author identifies the correlation between the provisions of international law and Ukrainian legislation on the implementation of the international principles of inclusive education enshrined in international legal instruments into the legal system of Ukraine, including the education system. The practice and shortcomings of regulatory and legal regulation of inclusion at the state level are explored. The author analyses the content of the concept of “special learning conditions”. Particular attention is devoted to the development of inclusive vocational education and training in different countries. The specific features of inclusive education in Ukraine and the world are identified. It is noted that inclusive education is based on the value idea “all children are equal”. It is emphasised that in Ukraine, inclusive education can be assessed as an advanced system of education for children with special educational needs, based on the joint education of healthy children and children with disabilities. The practical significance of the study is that the conclusions and proposals presented in the research will contribute to improving the mechanism for protecting the rights of children with special needs as one of the most vulnerable categories of the population. The generalisation of the results of the work is designed to improve the legislation of Ukraine in the field of inclusive education and to implement foreign provisions and standards for the protection of the rights of children with special needs in Ukrainian educational practice.

Recently the researchers in Ukraine have become increasingly interested in the issues of special and inclusive education for the children with psycho-physical development peculiarities or disabilities (children with special needs), since the number of such children increases with every passing year. More than 160 thousand children in Ukraine (from birth to 18) need social support. Many recent studies have focused on the problem of inclusive education as a means and mechanism of ensuring equal rights for the children with different levels of psycho-physical development to receive educational services at the schools in their residence location, in favourable teaching and learning surroundings of a comprehensive educational institution. This, in its turn, requires appropriate methodological, pedagogical and psychological support. However, the study has revealed that inclusive education in Ukraine is predominantly spontaneous, not systemic. It concerns, first of all, the preschool education stage: a significant percentage of children with special needs do not receive appropriate educational and corrective-compensatory assistance, since until recently it has not been stipulated and specified by the educational curriculum at the state level, in particular regarding preschool education. However, the term «inclusive» implies not only the provision of education for children with peculiarities of psycho-physical development, but also their spatial placement in a general group of schoolchildren, providing them with equal appropriate opportunities for success in the learning process. Therefore, if we want the process of inclusiveness to work successfully, we have to change the environment, in which a child with psycho-physical disorders is placed. In addition, it should be taken into account that inclusive education combines a wide range of values, principles and methods aimed at ensuring effective and highquality education for all pupils, heightening the capabilities of everyone. The purpose of the article is to present the key findings of the research on the practical implementation of the inclusive education experimental model and its impact on the development and socialization of the preschoolers with psycho-physical disorders. It has been proved that the effectiveness of the practical implementation of the model greatly depends on a correct combination of the method utilization stages in the conditions of a comprehensive preschool educational institution, laying emphasis on the formation of a tolerant attitude towards people who need correction of psycho-physical development.

The article deals with the implementation of inclusive education in Ukraine in the context of its integration into the European educational space. The list of legislative and normative bases (international and national levels), which regulate this process, is given. The relevance of studying foreign experience on the research problem, primarily countries that are exemplary in the context of the realization of inclusion to the educational field, is substantiated. The article aims at revealing the peculiarities of the implementation of inclusive education in the Scandinavian countries (on the example of Finland, Sweden and Norway). Theoretical analysis of the problem of implementation of inclusive education in the Scandinavian countries is presented. In particular, the stages of origin and development of inclusion and inclusive education. The features of its implementation in today’s conditions are described. The general trends that characterize education systems in Finland, Norway and Sweden in the context of their inclusiveness are revealed: a) understanding the concept of “inclusion” in the broad sense, which takes into account various characteristics (gender, age, disability, place of residence, ethnic and social origin, etc.); b) partial or total deinstitutionalization of special education institutions and integration of all children into general educational institutions; c) a team approach to the realization of inclusive education, etc.Prospects for further scientific research, which relate to the study of foreign experience of the preparation of future teachers for working in the inclusive environment, are outlined.
 Keywords: inclusion; integration, inclusive education; democratization; educational institutions; children with special educational needs; foreign experience; Scandinavian countries.

This article is a systematic examination of the progression of inclusive education in Ukraine during the first decade of the 21st century, focusing on the neuropedagogical viewpoint of incorporating children with special needs in social interaction. It investigates the principal components of forming inclusive education as a fundamental factor for the progress of a non-discriminatory civil society in Ukraine. The author analyzes regulatory and legal documents, theoretical and practical experience of working with people with special needs. The study is devoted to the issue of the implementation of an inclusive approach in the education of Ukraine. The focus of the quantitative-qualitative analysis revolves around the historical timeline concerning the acknowledgment of regulatory documents pertaining to inclusive education and inclusive educational practices in Ukraine. Additionally, this analysis encompasses the examination of scientific and methodological literature concerning the education of children with special needs. This body of knowledge has played a pivotal role in facilitating the effective adoption of the inclusive approach within Ukrainian education, representing a significant aspect within the field of neuropedagogy. The experience of implementing an inclusive approach in Ukraine in the first half of the 21st century was analyzed, which laid the foundation for the formation and further development of an accessible environment with a universal infrastructure design, the presence of special devices for participants in the inclusive educational process, taking into account their needs. The article demonstrates how the transformation of Ukraine created an educational environment within educational facilities that was tailored to the particular needs of students with special educational needs, especially those related to neuropedagogy.

YANKOVYCH Oleksandra – Doctor of Pedagogical Sciences, Professor, Head of Pedagogy and Methods of Primary and Pre-school Education Department, Ternopil Volodymyr Hnatyuk National Pedagogical University, Maksym Kryvonos Str., 2, Ternopil, 46027, Ukraine; Kujawy and Pomorze University of Bydgoshch, ul. Torunska, 55-57, Bydgoshch, 85-023, Poland E-mail address: yankov@tnpu.edu.ua ORCID: http://orcid.org/0000-0003-4253-5954 ResearcherID: https://publons.com/researcher/1927393/oleksandra-yankovych/ PRYMAKOVA Vitaliia – Doctor of Pedagogical Sciences, Professor, Education, Psychology and Inclusive Education Department, Kherson Academy of Continuing Education, Pokrysheva Str., 41, Kherson, 73000, Ukraine E-mail address: pran703@gmail.com ORCID: http://orcid.org/0000-0002-8914-6748 ResearcherID: https://publons.com/researcher/1696005/vitaliia-prymakova/ To cite this article: Yankovych, O., & Prymakova, V. (2019). Preparation of teachers in Ukraine’s postgraduate education institutions on organization of inclusive school education. Liudynoznavchi studii. Seriia «Pedahohika» – Human Studies. Series of «Pedagogy» , 9/41, 77–87. doi: 10.24919/2413-2039.9/41.175702. Article history Received: May 21, 2019 Received in revised form: June 25, 2019 Accepted: July 20, 2019 Available online: September 24, 2019 Journal homepage: http://lssp.dspu.edu.ua/ p-ISSN 2313-2094 e-ISSN 2413-2039 © 2019 The Authors. Human studies. Series of «Pedagogy» published by Drohobych Ivan Franko State Pedagogical University & Open Journal Systems. This is an open access article under the CC BY-NC-SA 4.0 license ( http://creativecommons.org/licenses/by-nc-sa/4.0/ ). The article is devoted to the problem of training teachers in organizing inclusive school education and to the role of Ukrainian postgraduate education institutions in it. The influence of external factors (the socio-economic condition of the country and its health care system, educational concepts and legislative acts, environmental threats) on the development of inclusive education in Ukraine has been demonstrated. The difficulty of introducing the inclusive form of education in the modern educational system of Ukraine has been outlined, consisting particularly in the lack of qualified staff, insufficient material resources for equipping inclusion centres, the imperfect content of education, the lack of clearly defined standards for the assessment of teaching children with disabilities, etc. The structure of teachers’ readiness for the organization of inclusive forms of education has been determined to include motivational-personal, cognitive-operational, and reflexive-evaluative components. A criterion-diagnostic toolkit of teachers’ readiness to work with children with certain peculiarities of their psychophysical development has been substantiated; relevant criteria (personal-value, informational-activity, design-analytical) and level indicators (high, medium, low) have been specified. We have developed and experimentally tested a methodology of teacher training in postgraduate education institutions in organizing inclusive school education. It is presented as an open system consisting of target, content, procedural and effective components and comprises a comprehensive teacher training program for organizing inclusive education. It calls for the formation in teachers of complex knowledge about the organization of inclusive education, the ability to draw up individual programs that would help with correction of a child’s psychophysical development and such analytical skills as analysing, monitoring and further adjusting of their own professional activities in the specified field. Innovative technologies and methods of work have been described. The expediency of the interactive, project and case study methods has been demonstrated. The emphasis is laid on the need for self-education. The efficiency of the experimental methodology has been proved: in the wake of the formative experiment, the number of teachers with an average readiness to organize the inclusive form of education increased from 34.7 % (recorded during the summative experiment) to 61.6 %; the number of persons showing low level readiness decreased from 65.3 % to 36.5 %. This conclusion confirms the necessity of finding new ways of organizing inclusive forms of education as numerous peculiarities of children’s psychophysical development, socioeconomic and medical issues affect the quality of teacher training. Acknowledgments. The authors of the article express their gratitude to Professor A. Zubko, the rector of «Kherson Academy of Continuing Education» in Kherson, for his support of the study. Funding. The authors received no financial support for the research, authorship, and/or publication of this article. No potential conflict of interest was reported by the authors.

The article describes the prerequisites for the creation and implementation of an inclusive educational environment in higher education settings in Ukraine. Contradictions have been identified between the legal framework governing higher education for students with special educational needs and the lack of appropriate physical and psychological conditions for the realization of the right to education, and the contradiction between the existence of a tendency to integrate the educational process and the need to individualize the educational process. It is determined that the state of development of inclusive education in Ukraine is characterized by insufficient development of both social and acmeological mechanisms of interaction of key figures of the educational process. The types of inclusive education implemented by higher education institutions are described. The experience of implementation of inclusive educational policy at Lviv Polytechnic National University and the University "Ukraine" is considered. The author's development of the model of acmeological interaction of participants of the inclusive process in the inclusive educational environment is presented, and the criteria and indicators of evaluation of the interaction of the participants of the inclusive process in the inclusive educational environment are explained. It was found that a serious obstacle to the introduction of inclusive higher education in Ukraine is the lack of financial capacity of universities: there is no equipped environment, there are no special programs aimed at such education. Conclusions are made regarding the importance of acmeological interaction of participants in the inclusive process in an inclusive educational environment, which is not only to improve the situation of students with special educational needs but also to create positive aspects of social development in general.

This paper deals with foreign experience of implementing inclusive education for children with special educational needs in the United States and Canada. Legal documents on inclusive education in foreign countries have been analyzed. The most relevant topic of American and Canadian scholars’ researches on reforming special education is related to integration, that is gradual transition from exclusion of children with special educational needs to inclusion in comprehensive schools. Based on the analysis of American and Canadian researches on inclusive education it has been concluded that the changes in legislation and education policies of North American countries aim to achieve the highest level of progress in regular education and special education. It has been found that the development of inclusive education in Canada has undergone and is significantly influenced by the American education system. However, unlike the United States, Canada does not have a single legislative act that would standardize the introduction of inclusive education in the country. Each province has autonomous educational documents that specify the requirements for the inclusive education organization. It has been specified that in American schools, effective educational technology in inclusive education is a team approach when effective partner relationships are formed. A key to the successful integration of a child with special educational needs is the development of an individual curriculum. The Canadian education system, having its own national peculiarities that predetermine the differences in the course of education reforms, has always supported the democratic movement for civil rights and anti-discriminatory attitudes in US education. Foreign law and inclusive practice are an important source of ideas about possible ways to solve the problems of implementing inclusive education in Ukraine.

The article attempts to test the hypothesis of whether the transformation of European values into the social policies of the post-socialist states of Ukraine and Romania contributes to the strengthening of the reflective spirituality, humanity and democracy of their nations. There have been used the following methods: general scientific, historical, retrospective and comparative. The authors have analyzed the problem of inclusive education in Romania and Ukraine in two directions: as a sign of spirituality, religiosity of Ukrainians and Romanians; and as the expressed humanity of the democratic society of Ukraine and Romania. The analysis of the reflexive spirituality of Ukrainians and Romanians is carried out on the basis of philosophical understanding of spirituality and its connection with humanity, which are presented in theoretical researches of the end of the XIX - the beginning of the XXI century. The authors explained that inclusive education is a manifestation of society's humanity towards persons with disabilities, a means of reflexive and spiritual culture of Ukrainians and Romanians. The basic democratic values established in Ukraine and Romania are freedom, openness, tolerance. The space covered by inclusive education in both countries is determined by interdependent and interpenetrating processes of humanization and democratization. The humanistic approach is the basis for the functioning of a democratic society with its system of social ties, archaic values of spirituality, religion, and culture. The values and principles declared by inclusive education are recommended and follow from the content of international documents. The approval of a number of regulatory documents on the introduction of inclusive education indicates that the Ukrainian and Romanian social policies have reached the level of norms declared by international and European legal norms. It has been found out, that the transformation of European values in both countries takes place on the basis of the international human rights instruments. This circumstance has intensified the actualization of the development of inclusion and the manifestation of reflexive spirituality, humanity and democracy.

Introduction. The process of formation and development of inclusive school education in Germany is revealed in the article. The relevance of inclusive processes development is shown in the context of single system of European educational environment. The ways of inclusion and inclusion education development are consider, taking into the account of history and features of socio-political and administrative-territorial system of the country. Purpose – the analysis of the development school inclusive education features in the conditions of Germany and possibilities of the using constructive ideas of German experience in the field of inclusive education in the conditions of Ukraine. Results. The important place in the publication has a brief overview of the process of special education formation in Germany from the beginning of the ХVІІІ century till 80-s years of the ХХ century, when the segregative approach in the school education system was replaced by integrative approach, which led to close cooperation between comprehensive and special educational institutions in order to organize the learning and provide pedagogical assistance to kids-teenagers with limited educational opportunities, who in mass schools cannot be effective without special assistance. Features of the learning organization for children with special educational needs in the conditions of inclusive education in Germany, schools, which exemplary organize joint learning of children with special needs and ordinary children together, were revealed on the basis of the analysis of the domestic and foreign scientific works. As the example, the work experience of Erika-Mann-Schulein Berlin-Wedding school, which is developing as “school for all children” since 1998 and the primary school named after A. Fleming, which began teaching children with limited opportunities 45 years ago and uses the elements of Maria Montessori methodology, were revealed. Germany’s success in the implementation of inclusive education as the effective form of education for the children with special educational needs was noted. The development of the theoretical and methodological fundamentals of inclusive education and the carrier guidance system for this category of children deserves attention. A number of the shortcomings in the work of the inclusive schools, which are caused by the gap between different federal lands regarding the number of children with special needs, who visit comprehensive schools, insufficiently developed infrastructure, unpreparedness of separate teachers, etc. In the formulated conclusions was emphasized the possibility of applying certain ideas of FRG experience in the system of inclusive education in Ukraine, which correspond to the general European tendencies of development and main directions of further scientific research of this issue.

The article highlights the problem of training future educators of preschool education institutions for the implementation of inclusive education. The analysis of the Professional Training Standard of specialty 012 "Preschool Education" and the corresponding educational and professional program was carried out. The key professional competencies necessary for future educators to ensure high-quality educational process for preschool children with special educational needs were determined. A problem was identified in the insufficient development of the content load of the educational and professional training program for educators regarding the implementation of inclusive education in Ukraine: to this category belong only three courses from the general curriculum and one from the list of selective courses. Taking into account the components of inclusive education, the author highlighted the specifics of competence-oriented training of future educators of preschool education institutions as an end-to-end component of the successful implementation of inclusive education: awareness of the general philosophy of inclusive education; study of the legal and methodological framework for inclusive education in Ukraine; formation of the ability to ensure the psycho-emotional comfort of children during adaptation and throughout their education in a preschool education institution; deepening theoretical and practical experience by conducting seminars, trainings, conferences, master classes, etc.; formation of skills for self-education and self-improvement; immersion in an inclusive educational environment during internship; gaining experience in implementing a barrier-free educational environment; formation of skills to create an individual development program for a child with special educational needs in accordance with various types and degrees of health isuues, interests and opportunities; cooperation with psychologists, parents to achieve a common goal; integration of traditional and remedial education; mastering the variety of ways of monitoring the progress of each child with special educational needs; mastering the skills of providing "equal mentoring". This scientific study only partially solves the problem of inclusive education in the country as a whole, and in preschool education institutions in particular.

The article is devoted to the problem of formation inclusive competence future teachers using art-therapeutic technologies in the educational environment of preschool institutions and the New Ukrainian school. It is noted that the professional unpreparedness of educators, teachers and lecturers of higher education institutions to work in the conditions of inclusion is caused by the shortcomings of the traditional system higher education. For the successful implementation of inclusive education against the background intensive changes in various spheres public life, higher education in Ukraine must optimize the transition to a new paradigm of education – innovative, according to which teacher training for inclusive education is based on competencies. It is determined that the widespread introduction of inclusive education is one of the most important and valuable in its consequences reforms in the pedagogical field. Inclusive education in Ukraine is an innovative educational process and, at the same time, one of the international obligations. Changes in domestic legislation have given a significant driving force in the development of inclusive education in Ukraine. Given the declared, a child with special needs is free to choose an educational institution, in any of them the teacher must be ready to accept the child, include him in the developmental environment and provide a quality level of education. Therefore, the success of the child's adaptation in the educational space will depend on the formation of inclusive competence future teachers of preschool and general secondary education institutions. It is determined that an integral part of the inclusive competence a teacher is the ability to use in professional pedagogical activities a wide range of innovative technologies and approaches to children with special educational needs: health correctional and developmental, art removal mental barriers to learning. It is proved that the using of art-therapeutic, alternative educational technologies, based on the active using of art in the educational process, allows to trace the importance of consistent creative development and thorough creative-oriented professional training of modern preschool and primary school teachers.

Inclusive education is based on an ideology that ensures equal treatment of all people, eliminates any discrimination against children, but creates special conditions for children with special needs. Inclusive education involves creating an educational environment that meets the needs and capabilities of each child, regardless of their particular needs. The purpose of the study is to highlight and analyze the process and stages of becoming inclusive education in Ukraine; identification and characterization of innovative aspects in a particular period of inclusive development of education. Through the use of methods of analysis, synthesis and generalization of legal acts and documents the main stages of formation of inclusive education have been identified. Results and practical value. It has been found out that the development of inclusive education is a natural stage of the special education system development, connected with the society and the state rethinking of the disabled with the determination their right to equal opportunities in different spheres of life, including education. Inclusive education is proved to be a system of educational services based on the principle of ensuring the basic right of the child to education and the right to obtain it at the place of residence, which provides the education of a child with special educational needs in the context of a comprehensive educational institution. Prospects for further research. The study and analysis of the establishment and provision of social inclusive education programs in integrated territorial communities has been identified.

The new concept of humanizing society, founded on the priority of personality development through socialization processes, opens new perspectives for citizens with visual impairments in Ukrainian society. The article analyzes the issue of social adaptation of this category of people through inclusive education, which encompasses preschool, general, and vocational training. The historical, philosophical, psychological, and methodological aspects of implementing an integrative approach to inclusive education for visually impaired individuals are considered. The study emphasizes the importance of the “principle of equal opportunities” in education for children and youth with functional limitations, focusing on the integration of such individuals into the general educational process. It underscores the need for a societal attitude shift towards children with special educational needs and the support for the idea of inclusion at the state level, involving school administrators, educational staff, parents, and other participants in the educational process. The psychological and pedagogical support of children with visual impairments within the context of inclusive education, playing a key role in the development of Ukraine’s modern educational system, is distinguished by its multidisciplinary approach. This support ensures the preparation and psychological readiness of all participants in the educational process for cooperation with children with health issues and includes the prevention and correction of secondary developmental deviations in such children. Special attention is paid to the role of social and pedagogical work in the development of a child with disabilities in accordance with the general patterns of child development, considering secondary symptoms related to abnormal social development. The article investigates the main approaches to implementing inclusive education in the educational space of Ukraine. The author examines the normative legal acts concerning the integration of people with special needs and their impact on the development of democracy. Additionally, an overview of the experience of organizing education for people with visual impairments in Ukraine and abroad is provided. The authors of the article highlight the need for support of regional rehabilitation and social protection programs for people with visual impairments, the creation of scientific-methodological resource centers for inclusive education, and the integration of such children into general education institutions. The conclusions of the study underline that addressing issues of accessibility, inclusion, and humanization of societal relations towards visually impaired individuals will contribute to their successful socialization and professional training, reflecting modern approaches to education and vocational training for blind and visually impaired individuals. The importance and prospects of implementing inclusive education in Ukraine’s educational space are demonstrated and significant for educators, lecturers, and students of pedagogical and technical universities, as well as education and science professionals.