GENERAL PRINCIPLES OF ACCESSIBILITY AND ADAPTATION OF CHILDREN WITH DISABILITIES UNDER THE CONDITIONS OF INCLUSIVE EDUCATION AT GENERAL SECONDARY EDUCATION INSTITUTIONS

Abstract

The article is devoted to the issue of adaptation under the conditions of inclusive education of children with disabilities in a unified educational space, which is an irreversible process at the present stage of the development of society and its humanistic values. It is established that the realization of these conditions requires breaking down some stereotypes and mastering new forms of work by all participants of the educational process.
 It is revealed that the education of children with disabilities in the conditions of mass secondary educational institutions is an acute problem for the Ukrainian state, which is experiencing the stage of becoming an insufficient perception of pedagogical innovation not only by parents but also by the teachers themselves. The education of children with needs of physical and mental development correction is based on the principles of balanced pedagogy, focused on the needs of children, which requires a certain level of staffing of specialists of a special profile, means, and conditions for providing psychological and pedagogical assistance.
 It is emphasized that inclusive education is useful for children with special educational needs (with disabilities) as well as for children with typical development, family members and society as a whole. It is established that the practice of "involving" children with disabilities should be an integral part of national plans to achieve education for all without restrictions, and the organization of conditions for the adaptation of children with disabilities – an integral part of the pedagogical strategy and, undoubtedly, a new social and economic policy. It is argued that this requires a pivotal reform of secondary schools.