Abstract
An inclusive educational environment in Ukraine’s education system is a key factor influencing its intensive reform, enabling access to quality education for persons with special educational needs. The purpose of the academic paper is to develop a scientific approach to the formation of an inclusive educational environment of Ukraine’s educational institutions, taking into account the experience of its creation in European countries. Research methods: comparison, system-structural research, statistical-analytical, tabular, graphic, analytical modeling, as well as methods of abstraction, analysis and generalization. The most effective model for creating inclusion in European countries is the use of a comprehensive (variable) approach, that is, a combination of different forms of involving children in the educational process. Achieving success in the course of the formation of an inclusive environment is possible provided that the management actions of the subjects of the educational process are combined. These should include not only teachers, social workers and students, but also psychologists, methodologists, parents of children with special needs and representatives of state and local bodies, who are delegated the powers and authority to organize the learning environment. Inclusion in education is achieved through the rational distribution of powers between teachers, parents of children with special needs and the authorities. The model of an inclusive environment should be based on the principle of variability and differentiation. In the process of creating a comfortable learning environment for children with mental and physical disabilities, it is important to keep in mind the rights, responsibilities and interests of teachers, as well as children with normal development. A special role in the education of children with personal needs is played by their parents. In the process of forming an inclusive educational environment, insufficient attention is paid to the functions of local authorities. Further scientific investigation requires improving the methodological approaches of inclusive education for applicants of higher education with special educational needs, which optimizes the processes of their social adaptation, resocialization and integration in the social environment.
Highlights
An inclusive educational environment in Ukraine’s education system is a key factor influencing its intensive reform, enabling access to quality education for people with special educational needs
According to the point of view of the researchers, important aspects are as follows: firstly, the educational environment should encourage each child to learn, the teacher should focus on the safety of this process and support each pupil; secondly, the teacher has to clearly distinguish what knowledge and skills should be provided to children with special needs, model the lesson and identify the most effective methods of presenting information; thirdly, the teacher should constantly assess the level of perception of knowledge by pupils; fourthly, the teacher should analyze what amount of knowledge the pupil has received and what information has not been perceived by the child
Particular attention in the process of analyzing the European experience concerning the development of inclusion should be paid to the basic requirements for the structure of inclusive education, including consulting activities of authorities with teachers and school authorities, the directions of psychophysical and psychological support for children with special needs that a teacher should possess, etc., Figure 1
Summary
An inclusive educational environment in Ukraine’s education system is a key factor influencing its intensive reform, enabling access to quality education for people with special educational needs. According to the point of view of the researchers, important aspects are as follows: firstly, the educational environment should encourage each child to learn, the teacher should focus on the safety of this process and support each pupil; secondly, the teacher has to clearly distinguish what knowledge and skills should be provided to children with special needs, model the lesson and identify the most effective methods of presenting information; thirdly, the teacher should constantly assess the level of perception of knowledge by pupils; fourthly, the teacher should analyze what amount of knowledge the pupil has received and what information has not been perceived by the child This method of organizing pedagogical activities can help in further planning of the curriculum. The authorities of educational institutions should promote a high level of inclusion and development of “inclusive culture” (Loreman, T., 2010; Sharma, U., Forlin, C, Loreman, T., Earle, C., 2006)
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