ОСОБЛИВОСТІ ОРГАНІЗАЦІЇ ІНКЛЮЗИВНОГО НАВЧАННЯ КРІЗЬ ПРИЗМУ ЄВРОІНТЕГРАЦІЙНИХ ПРОЦЕСІВ

Abstract

The article examines the peculiarities of the organization of inclusive education of school-age chil-dren in the process of Europeanintegration. The state of inclusive education in Ukraine is analyzed.For the pur-pose of efficiency and quality of the organization of inclu-sive education of schoolchildrenthe essence and content of scientific and methodological approaches are defined and characterized, namely:humanistic approach,which providesthe principle of humanism determines the gen-eral nature of relations between subjects of education;a person-oriented approach that embodiespersonally ori-ented direction of the process of inclusive education;an inclusive approach that includes respect and understand-ing of all participants in the educational process regarding physical and psychological differences in personality; competence approach, as a complex process of develop-ment and self-development of the individual, taking into account the cognitive, emotional-volitional and motivation-al spheres, the system of relations and value orientations.The forms of organization of inclusive education, which at the present stage are the most acceptable and widespread in school practice in many countries, have been specified, namely:1) partial integration (the educa-tional process takes place within special classes of insti-tutions of general secondary education); 2) combined integration (the educational process is based on the provi-sion of special educational services in regular classes); 3) full integration (the educational process is carried out together with healthy peers and the level of psychophysi-cal development and takes place in regular classes).We see the following features of the organization of in-clusive education of schoolchildren: 1) creation of a favor-able psychological climate in the classroom and school; 2) maximum involvement of all children in the educational process; 3)provision ofspecial services and psychological and pedagogical support; 4) a high level of personnel, material, technical and educational and methodological support for educational inclusion; 5) use of methodological approaches to the implementation of the tasks of an inclu-sive school.