УПРОВАДЖЕННЯ ІНКЛЮЗИВНОЇ ОСВІТИ: ДОСВІД ЗАРУБІЖЖЯ

Abstract

The article discusses the features of the introduction of inclusive education abroad. Covering the development of inclusive education abroad, the authors rely on studies by foreign scientists from around the world, analyze the regulatory framework of inclusive education, reveal different models of inclusive education for children with special educational needs and general development children, a system for training teachers to teach children with psychophysical development. The new Law on Education of Ukraine provides for the right to choose the parents (representatives) of the child with special educational needs of the educational institution and the form of organization of the educational process The questions of inclusive education in the education of North American countries were studied by scientists J. Dey, E. James, J. James Wilson, J. Zain et al. American scholars in special education, D. Johnson, R. Johnson, G. Wiggins, proposed to include children with special needs in general education institutions. Similar ideas have become an impetus for the development of inclusive education. In our opinion, Canada's experience is important for us in terms of ensuring equal access to quality education. Canadian scholars have found that the educational achievement of pupils with special educational needs attending special classes and pupils in mass schools, while providing appropriate support, varies slightly, but successes in socialization and adaptation in the former are much higher. Under the «Law on education» children with the features ofdevelopment must study together with healthy children inestablishment of education, territorial close to the residencetheir, and to get professional support from the side ofteachers specialist.