A COMPARATIVE OVERVIEW OF THE ORGANIZATION OF INCLUSIVE EDUCATION IN THE COUNTRIES OF NORTH AMERICA AND UKRAINE

Abstract

The article presents a comparative analysis of the conceptual principles of inclusive education in the countries of North America and Ukraine. Comparative analysis of inclusive education of children with special educational needs allows to optimally broadcast the best models of pedagogical strategies of advanced countries into the educational realities of Ukraine. Diverse views on comparative position serve as an aim – to identify common and specific teaching in various aspects of inclusive education of individual countries.Nowadays, in Ukraine there is a certain dynamic progression of inclusive distribution. This matter actualizes the need to study and use the experience of other countries, taking into account the specifics of domestic realities. Due to the existence of a number of concepts about inclusive education in the world of educational space, different approaches are distinguished in the methodological framework. Comparing the essential understanding of these approaches in North American and Ukrainian educational systems, there is unanimity of views in common positions. However, there are certain differences, particularly, in recognizing the SEN position, whether the child is a subject or an object of the system: Western inclusive education system is fully regulated by law, while in Ukraine there is a gradual overcoming of the philanthropic vestiges through the expansion and improvement of the legal framework with the underlying international instruments. Awareness of the position of individual approach as the corner tone of an inclusive education system in both educational scientific communities generally coincides. The unity of scientific views of North American and Ukrainian researchers is also observed in the vision of status and role positions of all participants in inclusive education as a prerequisite for regulatory functioning education system. Unanimous scientists of both scientific schools and the professional competenced teachers are a key tool for coordinated activities in the inclusive class and the functioning of the educational system as a whole. The definition of common components and specific features of the development of inclusive education on the basis of ideological interpretations will help to determine the general character of the grounds for the inclusive form of education and to use the positive experience of Western countries in Ukrainian realities effectively.