Інклюзивна освіта у закладах вищої освіти: мета, завдання, напрями розвитку

Abstract

The purpose of the study was to consider the issues of structural, organizational, educational and methodological changes that are needed in higher education in order for it to meet the requirements of working with people with special educational needs. The development of the education system directly depends on the level of development of society. «Education should be provided as far as possible, in secondary schools, without any discrimination against children and adults with disabilities» – this was the official position of the European community expressed by UNESCO, the Commission on Human Rights. The ideas of inclusion require radical changes in the educational space from universities. On the agenda for the implementation of this idea requires a step-by-step implementation of a set of actions aimed at addressing issues related to legal, educational and methodological, staffing of inclusive higher education. Restructuring universities to work with inclusive students requires changes in the structure of higher education institutions. There is a need to create separate units for the organization of inclusive education: the allocation of a separate deputy head to work with inclusive students; introduction of curators of integrated groups; organization of a preparatory department for children with special educational needs. Depending on the degree of dysfunction of the special student, work with inclusive students in the higher education institutions can be planned as individual, as part of inclusive groups or as part of integrated groups with other students of higher education. These forms of training can be adjusted depending on the condition of a person with special educational needs, on its adaptation in the team. Ensuring the development of the personality of a student with a disability and his/her socialization is an obligatory point in the development of higher education institutions on the way to the implementation of inclusive education. Conclusion. It is necessary to establish contact of inclusive students not only with the teaching staff, but also to ensure the merger of inclusive students with the main student body of the university. The implementation of this association requires the creation of conditions for social, cultural, creative, physical, sports rehabilitation of students with special needs. Programs are needed to attract such students to the life of the higher education institution, to develop their skills, talents, aspirations and motives. In the future, an important task for the higher education institutions is to provide assistance to graduates with disabilities in employment, which requires extensive outreach among employers, concluding contracts with companies for the employment of inclusive professionals