The article analyzes the modern psychological and pedagogical studies of the problem of pre-school inclusive education in Ukraine. The key issue is to ensure unlimited access to inclusive education for children with developmental disorders. Consideringing the problems of a pre-school inclusive education in Ukraine, it is noted that inclusive education is a pedagogical innovation, which is under implementation, and consequently has many difficulties in practice. First of all, this is the professional unpreparedness of preschool teachers of kindergarten to work with children with special educational needs, architectural unadaptability of premises, lack of additional financing of inclusive educational institutions, negative attitudes of parents of other children, etc. All these factors significantly complicate the process of implementation of inclusive education for preschoolers.Stresses of the steady tendency of the birth rate of children with special educational needs in Ukraine and the introduction of inclusion into the educational process, objectively determines the need for psychological and pedagogical studies of the problem of reforming the traditional system of special education. Inclusive education in the scientific works of Ukrainian specialists in the field of special pedagogy is regarded as a system of educational services based on the principle of ensuring the right of children with disabilities to education in a general educational institution in his local residential area at the place of residence. This form of education excludes any discrimination, ensuring equality of all members of society, regardless of their nationality, gender, race, culture, social status, religion, individual abilities and skills.Contemporary scholars consider inclusive learning to be such an educational environment that meets the needs and capabilities of each child, regardless of the characteristics of their psychophysical development. Inclusive education is a flexible, individualized system of education for children with special educational needs at the place of residence. The training takes place according to the individual curriculum and is provided by medical-social and psychological-pedagogical support.

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