Моделювання процесу підготовки педагогічних працівників закладів освіти до роботи в умовах інклюзивного освітнього середовища

Abstract

The genesis of scientific and theoretical approaches to the problem of forming an inclusive education environment, which contributes to the effective socialization and adaptation of children with special educational needs in society is highlighted. The meaning of the terms «inclusion», «integration», «inclusive educational environment», «children with special educational needs», «inclusive competence» is clarified. The system of educational services for people with special educational needs is analyzed: psychological, pedagogical, correctional and developmental classes; implementation of the Individual development program (adaptation/modification of learning and teaching content, approaches, etc.), pedagogical support of the educator’s assistant; social support of the child’s assistant. The organizational and pedagogical model of educators’ training to work with children with special educational needs in the general secondary education space is theoretically substantiated. The structural components of an inclusive education environment are considered: curriculum (adaptation and modification of the structure and content of curricula, differentiation in style, teaching and assessment methods); universal design (physical accessibility, security, in formativeness, convenience); material and technical support (learning and training equipment: psychological unloading rooms, sensory rooms with the appropriate equipment, various technical means for education, including computer and video equipment, visual aids for children with different categories of educational needs), educational and methodical complex (media library, corrective teaching aids); human factor (inclusive competence of the teacher).