Українська модель впровадження інклюзивної освіти

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.

Camera, 208 Capitalism, scepticism of policies on education in future based on society with influx of, 42 Carnegie Learning, 251-252 Central government, 92 Challenges to inclusion, 84-85 Change of practice concept, 253 Character qualities of sets in twenty-first century, 25-33 communicative competencies, 28-31 digital competencies, 31-33 'grit' for inclusive and special education teachers, 27-28 high self-efficacy, 25-27 Children, rights and characteristics of, 4-5 Children with disabilities in rural areas in Telangana state, providing services to, 174-177 259 Children with special needs in VUCA world, preparation for education administrators to manage education for, 241-244 Chlorpyrifos, 64-65 City local government, 93-99 Civil rights, 39-40 Classic economic liberal theory, 41-42 Classrooms with assistive technology, improving efficiency of, 250-252 Climate change, 64-65 Collaboration, 180 Collaborative learning, 23-24 Communication, 180 channels, 29-30 disabilities, 211 Communicative competencies, 28-31 Community resource persons (CRPs), 175 Competency-based education, 23-24 Complexity, 80-81 Comprehensive teaching strategies, 236 Computer-assisted tools, 128 Constitution of the Republic of Indonesia (1945), 89-90 Constructive Alignment model, 21 Convention on the Rights of Persons with Disabilities (CRPD), 159 Convention on the Rights of the Child (CRC), 158-159 Conversations, feedback and recognition (CFR), 225 Core educational subjects, 179 COVID-19, 18-19, 118-119, 123-124 crisis, 7-8 inclusive learning for students with special needs during, 108-110 learning experiences during, 114-116 learning experiences of KU

Inclusive education can be considered a modern approach to the both general and special education. For providing the best conditions of getting a proper education for every student irrespective of their social status, gender, colour of skin, state of health, etc. it is essential to provide professional environment, support and assistance at schools for those who need it as well as create healthy educational environment in the students’ group. The problem is accomplished by the fact that not all students with special educational needs are recommended or able to visit public schools because of the extent of their disease. Therefore the role of special education here shouldn’t be abolished. So, the article is aimed to analyse the world scientific approaches to special and inclusive education and make a comparative characteristics of the three types of schools: special school, school with integrated study and inclusive school.Keywords: special education, inclusive education, educational environments, special school, school with integrated study, inclusive school.

Inclusive education can be considered a modern approach to the both general and special education. For providing the best conditions of getting a proper education for every student irrespective of their social status, gender, colour of skin, state of health, etc. it is essential to provide professional environment, support and assistance at schools for those who need it as well as create healthy educational environment in the students’ group. The problem is accomplished by the fact that not all students with special educational needs are recommended or able to visit public schools because of the extent of their disease. Therefore the role of special education here shouldn’t be abolished. So, the article is aimed to analyse the world scientific approaches to special and inclusive education and make a comparative characteristics of the three types of schools: special school, school with integrated study and inclusive school. Keywords: special education, inclusive education, educational environments, special school, school with integrated study, inclusive school.

SYNTHESIS OF ARTICLES DISCUSSED AS APART OF THE RESEARCH SYMPOSIUM AT THE 24th INTERNATIONAL CONFERENCE ON LEARNING DISABILITIES SPONSORED BY THE COUNCIL FOR LEARNING DISABILITIES, OCTOBER 11, 2002. Newly nominated must reads can be found on the Web at: www.cldinternational.org/shortly after the October 9-11 conference. Click on scholarly initiatives. Readers of professional literature know how difficult it is to keep up with the volumes of information published annually. Many confess to having stacks of materials waiting to be read that instead get shelved when a stack finally topples over. A total of 1,005 scholarly-academic education journals are published annually in the United States (a number that jumps to 4,708 when including trade magazines, newsletters and papers). Seventy-five of these are devoted to special education topics (311 when including trade publications) (Ulrich's Periodicals Directory, January 29, 2003). Despite the fact that busy readers can barely sample all that is published, professional publications are a primary means for communicating research, theory, and policy within the profession. Keeping up is a daunting challenge. To help special educators keep abreast of recently published research, the Council for Learning Disabilities (CLD) Research Committee organizes a panel at CLD's annual conference to nominate important research publications on learning disabilities (LD) from the previous year. The audience, primarily teachers, learns about published research that is important to understanding the field of LD today. Invited panelists each year are leading researchers and practitioners from a variety of traditions and interests within the learning disabilities profession. Methods for the 2002 Panel Panelists for the October 2002 session held in Denver, Colorado, responded to the invitation to nominate three to five research publications on LD from the past year that they considered must reads. Selection criteria were not specified beyond that charge so that each panelist would be free to form her or his own standards for what is most important to read from among the stacks of research on LD that had accumulated over the previous year. Interestingly, the 2002 panelists demonstrated considerable overlap in their selection criteria and, in several instances, in the publications they nominated. In this article, the panelists present their nominations in relation to topics that dominate the special education field today. So often, researchers, teachers, and administrators fleetingly acknowledge evolving movements as they go about their business of doing what they know works. However, at times initiatives so fundamentally impact how practice can be done that they cannot be ignored. We are in such an era. Three major movements currently shaping the field of LD include the rapidly emerging debate on identification and eligibility criteria for services under the Individuals with Disabilities Education Act (IDEA), the now familiar practice of inclusion, and concomitant concerns for access to the general education curriculum for students with LD. None of the three movements has just burst onto the scene but their presence demands attention more than ever. The practice of inclusion has steadily emerged since at least Assistant Secretary of Education Madeline Will's 1986 regular education initiative (REI), and has received a substantial boost by the 1997 Amendments to the IDEA, which require efforts to provide all special education in general education environments. The impending congressional reauthorization vote on the IDEA has already resulted in debate on the identification and eligibility criteria for LD that would force reconsideration of current practices (e.g., LD Summit, 2001). The push for meaningful access to the curriculum is both a product of and a catalyst for the other two movements, and is strongly tied to standards and high-stakes accountability efforts as well. …

Prevention Model Takes Off in Schools: A New Approach for Learning Disabilities

The article presents the results of a study of rhetorical speech culture of special education teachers in inclusive and special education institutions. Modern special school is set the task of increasing the efficiency of educational process. Inclusive and special education institutions organize the language environment to make its development potential effective and optimal for each age group. That means the creation of an artificial language environment that encourages a child to provide communication. The speech culture of special education teachers is considered not just a communicative action, but a model for children to follow, a means of interaction with parents, and, finally, an indicator of professional, pedagogical, and human culture. The specificity of speech culture of modern special education professional lies in its multifaceted nature and the ability to use linguistic and non-linguistic means to achieve maximum effect in professional activities. In current conditions of our education system, a special education teacher must meet the requirements of the art of interaction with children, colleagues, parents, predict difficulties and results, quickly and creatively find optimal pedagogical solutions in unusual situations. The rhetoric mastership of special education teachers suggests the ability to speak convincingly, interestingly, beautifully, clearly, at the highest level of speech culture and also obtaining a set of requirements for general and speech culture, communication at the highest level what indicates speech culture of a special education teacher in special and inclusive education. Speech culture of special education professionals in the system of special and inclusive education makes up a system of spiritual forms of human life where the selection and use of language tools lets obtain the greatest effect from the communicative tasks. Therefore, there are certain requirements for special education teachers in the system of special and inclusive education: their speech must be absolutely literary; the culture of speech and its ethics are of special attention; the structure of speech should be correlated with the age of children; the content of speech expressions must clearly correspond to the level of a child’s development, his ideas and interests; accuracy, clarity, simplicity of speech; speech rate regulation; voice control; speech should be emotional, figurative, express interest, attention, love for the child; possess the techniques necessary to influence a child's speech.

“Reimagination” is required to create a new vision of education that better serves individuals with disabilities. Imagination is a way of conceiving possibilities and probabilities. The future of special education is imagined within the limits of possibility and probability of “appropriate” education for children with special educational needs and disabilities. Education is reimagined for full inclusion without special education and an alternative reimagination of inclusive special education. Particular attention is given to the administrative structure of public education and to the training of teachers for the imagined approaches to special education. The importance of imagining special and inclusive education being based on science and rationality and the limitations of proposed approaches to including students with disabilities in education are explained.

Inclusive education has struggled to gain traction in recent years, despite it having been the prevailing philosophy globally for the education of students with a disability for more than quarter of a century, and in more contemporary times, for all students. In many countries there is evidence to suggest segregation and exclusion of some groups of students, particularly those with a disability or other identified needs, is again on the rise. The reasons for this are varied and complex, yet one notion that requires further exploration is the role special education, and those working in the field, have played in the inclusive education debate. Inclusive education emerged from within the special education debate, and much of the discourse around it still attaches itself to ‘residual ideas’ from each of the exclusion, segregation, and integration eras (Mac Ruaic 2020). Having grown out of the field of special education, inclusive education consistently gets entangled in the politics of disability and education (Artiles and Kozleski 2016). The challenges from special educators to protect what has traditionally been their educational space are real (Sailor 2017). Slee (2018a) describes the recent push against inclusive education from within the special education field as a ‘reassertion of brand special education’ (p. 24). Advocates of special education have fought to maintain separate provisions for students with disability, in the form of segregated classes and special schools (Avissar 2018). The argument is based on the premise that this segregation is needed – it is for their own good (Slee 2018b) – because ‘special and general education are actually different’ (Kauffman et al. 2018b, p. 3). The argument goes that inclusive education, with its focus on place of education rather than on the instruction of education, places students with disabilities at a disadvantage (Kauffman et al. 2018b), and therefore separate placements are required. Imray and Colley (2017) position full inclusion as the enemy of special education, with statements such as this: ‘full inclusion seems to be intent on abolishing special schools and classes’ (p. 6). Assertions made by special educationalists, such as those described here, have set the debate as one centred around ‘inclusion verses non-inclusion’ (Jackson et al. 2018). This chapter explores the current literature as described above and connects it to the everyday practice of primary school principals, who have found themselves caught up in the politics of the special versus inclusive education debate.KeywordsSpecial educationInclusive educationMainstream schoolDisabilityQuality education

The article analyzes foreign experience on the introduction of innovative technologies in inclusive and special education through the disclosure of conceptual issues related to the functioning of the system of general, special and inclusive education both in Ukraine and abroad. Domestic and foreign achievements in the direction of social and pedagogical rehabilitation of children with special educational needs are analyzed. It is revealed that in the USA and Europe, they actively promote access to education, mainstreaming, integration, and inclusion. It is proved that in most European countries and the USA, special education is an organic part of general education, has an integrated material base and specific methods of teaching a child with special needs within the framework of adjusted standards and individual educational programs. Foreign publications, which cover the introduction of active teaching methods, organizational forms and innovative technologies in inclusive and special education, are analyzed. In the course of the analysis of the foreign experience of inclusive and special education, it is established that the optimization of interpersonal relations of children with special needs should be carried out in different activities, taking into account their characteristics A correctional and developmental program for optimizing interpersonal relationships with peers of primary school children with hearing impairments in the form of development of communication skills and social behaviour skills is developed, which includes the following aspects: development of empathy, development of social behaviour, positive attitude “I”, the formation of a positive attitude towards peers. The step-by-step psychological and pedagogical support of inclusive education of junior schoolchildren with special educational needs is offered: preliminary, activity, effective. Innovative rehabilitation technologies in inclusive and special education, which are of interest for comprehensive practice, are highlighted.
 Keywords: analysis; foreign experience; innovative technologies; inclusion; special education; inclusive education; children with special needs; correctional and developmental program.

This paper proposes an education assistive technology system based on a graphic haptic electronic board for improving the effects of education for the visually impaired in a special education environment for both low-vision and blind students. The system comprises of authoring and teaching SW for educators, viewer SW for students with low vision, and graphic haptic electronic board HW for blind students. The proposed system enables authoring of education materials, automatic conversion and real-time distribution of education materials for low-vision and blind students, based on which effective special education classes can be provided, similar to the smart classes in the general education environment.

The article presents the results of theoretical and scientific research of the ways of application of basic theoretical and methodological concepts formed in the field of tolerance research by developers and followers of liberal philosophical direction through integration of these ideas into the dimensions of modern inclusive education. Describes and analyses the problems of formation and development of the phenomenon of tolerance in the paradigm of the liberal philosophical direction. The range of these studies is focused on current trends in tolerance in the context of development of the collective consciousness of a civil society. The attempt is made to make distinctions between the definitions of "tolerance" and "indulgence". The current tendencies of tolerance in the context of formation of the state system on democratic principles, based on the need for peaceful and legal resolution of conflicts, understanding and realization of civil liberties of individuals and various social groups, avoidance of discrimination and civil society development are studied and updated. The internal contradictory nature of tolerance is argued, through the following provisions: unlimited indulgence leads to the disappearance of indulgence; tolerant do not tolerate the intolerable, tolerance combines ideas and interests that contradict each other. Particular attention is paid to revealing of prospects for development of inclusion in the modern educational environment as one of the main components of formation of an active tolerant position in a society. The list of necessary competences which provide comfortable interaction of norm-typical children with children with possible educational needs is resulted. Some criteria for manifestation of an active tolerant attitude to inclusion in the general educational environment are proposed. Given the complexity and multifaceted nature of the phenomenon of tolerance, the main purpose of the study was to clarify the main ideas of the liberal philosophy of the concept of tolerance, as well as to identify the prospects for inclusion as a separate manifestation of tolerance in education. To achieve this goal the following tasks were implemented: specifying the essential parameters of the definition of "tolerance"; outlining the problem field of tolerance research in liberal philosophical discourse; study of vectors of integration of the philosophical continuum of tolerance to the measurement of the modern space of inclusive education. The objectivity of the theoretical analysis of the obtained results is taken into account and observed through the use of general scientific research methods, which are represented by the following system: historical and logical method - to study the formation of the concept of tolerance in liberal philosophical thought; system approach - to identify contradictions in the internal mechanisms of the phenomenon of tolerance and approach to understanding their interaction; comparison and systematization to make distinctions between the definitions of "tolerance" and "indulgence"; abstraction and generalization - to highlight the phenomenon of tolerance as an active position of the subjects of the pedagogical process in the terms of inclusion; analysis and synthesis - to study the specifics of tolerance in the context of an inclusive educational environment and the integration of indicators of "tolerance in action" in the framework of the worldview dimension of a modern society.

Classrooms have become increasingly diverse worldwide. Respect for diversity, including the participation of students with disabilities/special educational needs in all aspects of school life, has made the need for adopting an inclusive education model pertinent. The present study has examined how Greek students with and without special educational needs perceive teachers’ roles and responsibilities, as well as their way of learning and participating during co-taught lessons. The sample consisted of 130 primary school children (aged 9–12 years), 16 of whom had special educational needs. Data were collected through the Co-Teaching Student Questionnaire and students’ drawings were analysed following the ‘Teacher Perception Coding List’. According to the results, students perceive that the general education teacher is mostly responsible for planning and implementing teaching, but both teachers, i.e., the mainstream and special education teacher, contribute to students’ learning and academic success. More specifically, students with special educational needs perceive the special education educator as a critical figure in the classroom, and they often seek support from him/her during the lessons. Also, the analyses of children’s drawings have revealed differences in the features (size, position, movements and age) of general and special educators. This research is original in that it offers a novel insight into how students perceive the co-teaching model and the role of teachers in Greek co-taught classrooms. It also gives valuable information on inclusive teaching practices that co-teachers could implement. Students’ perceptions of teachers’ roles and responsibilities can reveal challenges or successful practices of inclusion, thus acting as a valuable tool for both educators and researchers.

The inclusive education movement is based on the philosophy that children with disabilities benefit when they are educated in age-appropriate general classroom settings. In recent years, many schools have experimented with having a few students - ones who had been in segregated settings - reassigned to a neighborhood school at the parents' request. As more and more successful outcomes have been reported (Stainback & Stainback, 1991; Villa, Thousand, Stainback, & Stainback, 1992; York, Vandercook, MacDonald, Heise-Neff, & Caughey, 1992), the movement has grown. Some education leaders have called for the integrated delivery of all related services (Craig & Haggart, 1994; Thousand & Villa, 1990). Some have proposed that support specialists such as school social workers operate in transdisciplinary teams in which role functions are blurred (McDonnell & Hardman, 1989). Others have called for the merger of special and general education (Sapon-Shevin, 1988; Wang, Reynolds, & Walberg, 1986). In a position paper entitled Rights without Labels, the National Coalition of Advocates for Students, the National Association of School Psychologists, and NASW (1987) called for the provision of support services to all students with special needs regardless of qualification for special education. School social workers are challenged to rethink their methods of supporting students with special needs and to redesign their services to keep pace with accelerated changes in education philosophy and programming. This article reviews the history of the inclusive education movement in the United States and in Michigan in particular. School social work practice vignettes illustrate the evolving role of the school social worker and describe strategies that social workers are using to prepare for, facilitate, implement, expand, and promote inclusive education. Inclusive Education Movement The current U.S. special education system was established by the Education for All Handicapped Children Act of 1975 (P.L. 94-142), which requires that all children be educated in the least-restrictive environment. The act has made a continuum of education options available; programs range from full participation in general education programs with consultation provided by special education personnel to hospitalization. However, the system has increasingly drawn criticism for its enormous cost, questionable efficacy, and segregation of students with disabilities into stigmatizing settings. In 1986 the U.S. Department of Education began providing funds to states for the implementation of systems change initiatives in special education. The intent of this strategy was to provide incentives and supports to increase the number of students being educated in general education settings and to stem the increasing number of students being referred to special education. While the federal funding program was encouraging increased integration of all students with disabilities, a growing body of research studies, model programs, and legal precedents were encouraging the full-time inclusion of students with disabilities in general education with support rather than more traditional mainstreaming or integration practices. In 1989 inclusion became a goal of the U.S. Department of Education's systems change efforts. Inclusive education was defined as the education of students with disabilities in age-appropriate general education classrooms with the support of special education. That same year Michigan became the recipient of federal five-year systems change funding and began implementing inclusive education statewide. During the five years of implementation, 20 school districts served as model demonstration sites. More than 4,000 previously excluded students with various disabilities were included in general education settings and classes, elementary through postsecondary (LeRoy, 1993). A major emphasis of the systems change process was the training of administrators, educators, support staff, paraprofessionals, and families. …

The introduction of inclusive education is an important factor in the development of society. The teacher plays special role in this context, the motivational readiness of teachers to work in an inclusive environment is important. The analysis of educational programmes showed that graduates of pedagogical majors are subject to equally high requirements for their psychological readiness to work with children with special educational needs. However, the educational components aimed at the formation of psychological readiness for the studied quality are not fully represented. Therefore, the aim of the study was to experimentally compare the motivational and value aspects of the psychological readiness of future teachers majoring in Special Education and Educational, Pedagogical Sciences to work in an inclusive educational environment. The research involved the method of T.I. Ilyina “Study of Educational Motivation in High School”, the Inclusive Education Questionnaire, V.V. Boyko’s Communicative Tolerance Test were used. Statistical analysis of the data was performed using the Mann-Whitney U-test, Fisher’s φ-test. As a result it was determined that students majoring in Special Education have a higher level of psychological readiness to work in an inclusive educational environment than students majoring in Educational, Pedagogical Sciences. To sum up, it is necessary to strengthen educational programmes for teacher training with the components of inclusive education, as well as to include inclusive-oriented topics in the general professional subjects. We consider the study of cognitive and activity aspects of psychological readiness of future teachers to work in the inclusive education as a prospect for further research.