ОРГАНІЗАЦІЯ АДАПТИВНОГО ІНКЛЮЗИВНОГО ПРОСТОРУ У ЗАКЛАДАХ ВИЩОЇ ОСВІТИ

Abstract

The article identifies the problems on the way of implementation of inclusion in higher educational institutions of Ukraine: the development of issues, the design and organization of an inclusive educational space, which is directly related to the problem of adaptive possibilities of the educational space of a higher educational establishment; lack of definition of definition – inclusive educational space. The questions of organization of adaptive inclusive space in higher educational institutions of Ukraine are considered, the concept of “educational space”, “inclusive educational space” is disclosed. It has been determined that inclusive processes in education broaden the understanding of the tasks and functions of the educational space, “inclusive educational space”, in addition to the general features inherent in the educational space of any higher educational institution, has specific components – the components due to the inclusive component. Components of adaptive inclusive space, provide adaptation of students with special needs to studying conditions at higher educational institutions.In order to fulfill the adaptation function in relation to students with special educational needs, the inclusive educational space has to acquire the adaptive rice. Adaptability is seen as the ability of components of an inclusive educational space to be flexible, able to respond quickly and change in accordance with the needs of the educational sector and the participants in the educational process. It is the adaptability of the inclusive educational space that provides for the effective interaction of the individual with the educational space, the development of the professional and social qualities of a student with special needs. The efficiency of adaptive possibilities of the inclusive educational space, which depends on the interaction and filling of the components that are part of it, is investigated.The analysis of the components showed their weak implementation in the inclusive educational space of higher education in Ukraine, which reduces, or makes practically impossible the implementation of the adaptive factor of the inclusive educational space. The article highlights the foregoing points of a need for further development of the conceptual foundations of adaptive inclusive space and the study of the implementation of its components.