ДИНАМІЧНІСТЬ ТЕРМІНОЛОГІЇ СПЕЦІАЛЬНОЇ ПЕДАГОГІКИ В ІНФОРМАЦІЙНУ ЕРУ

Abstract

The author is studying the priorities of special education development in the context of the information society; formulates an understanding of the information of the XXI century challenges facing special education; to offer possible approaches in the education system to design the responses to these challenges.The purpose of the article is to study the formation of terminology in the context of the development of domestic special pedagogy. Objectives of the article: to consider the evolution of views on the assistance to children with peculiarities of psychophysical development, to study the changes in the names of science, which studying the theory and practice of education and education of this category of persons. The article presents an analysis of the problem of transformation of institution of special education in Ukraine. It views the main factors regarding change of its content-related characteristics, orientation towards social integration and educational inclusion of children with special needs. The author analyzes the conceptual and categorical apparatus of special (defectological, correctional, inclusive) education in Ukraine, which is linked to implementation of inclusive practices for teaching children with special educational needs. The article presents comparative analysis of the terms “defectology”, “correctional pedagogy” and “inclusive pedagogy”. The author substantiates to denote the term “inclusive education” for marking the education for all children that study in a general educational institution.The new model of disability must protect the rights of people with disabilities and become the basis for the unity of all people on Earth, regardless of their mental and physical characteristics.