Abstract
Literature sources of domestic and foreign authors have been analyzed, documents of international organizations have been studied. The study has allowed to identify the main approaches to the organization of for children with disabilities: inclusion and integration; the content of the concepts of education and of people with has been determined; advantages of inclusive of persons with disabilities have been revealed; the relationship between stages and stages of social integration of persons with disabilities has been demonstrated; international legislation that forms policies for inclusive education, and recommendations to governments of different countries aimed at promoting inclusive have been analyzed; the role of physical culture and sports in the socialization of people with disabilities has been defined.
Highlights
The study has allowed to identify the main approaches to the organization of education for children with disabilities: inclusion and integration; the content of the concepts of "inclusive education" and "integration of people with disabilities" has been determined; advantages of inclusive education of persons with disabilities have been revealed; the relationship between stages and stages of social integration of persons with disabilities has been demonstrated; international legislation that forms policies for inclusive education, and recommendations to governments of different countries aimed at promoting inclusive education have been analyzed; the role of physical culture and sports in the socialization of people with disabilities has been defined
Заклик до всіх держав зробити освіту осіб із фізичними та розумовими вадами невід’ємною частиною системи освіти
Wolfensberger // A quarter-century of normalization and social role valorization: Evolution and impact
Summary
– адаптація системи до потреб дитини, а не адаптація дитини до вимог системи освіти; – діти з інвалідністю є частиною шкільної системи і не потребують будь-якої спеціальної адаптації до неї; – враховуються потреби всіх дітей та індивідуальність кожної; – метою навчання є допомога дітям розвиватися і знаходити своє місце в суспільстві незалежно від потенційних здібностей і можливостей. Íåîáõ3äíå âêëþ÷åííÿ ðÿäó ñòðàòåã3é íà âñ3õ ð3âíÿõ, ùîá ðåàë3çóâàòè ïðàâî ä3òåé ç 3íâàë3äí3ñòþ íà 3íêëþçèâíó îñâ3òó [5]: çàáåçïå÷åííÿ íåîáõ3äíîþ 3íôðàñòðóêòóðîþ (ô3íàíñóâàííÿ; ãàðàíò3ÿ ïðàâà íà çàõèñò â3ä äèñêðèì3íàö3¿; çì3öíåííÿ 3íôîðìàö3éíèõ ñèñòåì; ïàðòíåðñòâî é ó÷àñòü; çì3öíåííÿ ïîòåíö3àëó òà ï3äâèùåííÿ 3íôîðìîâàíîñò3); ñïåöèô3÷í3 çàõîäè ç ïðîñóâàííÿ ïðàâà íà äîñòóï äî îñâ3òè (óñóíåííÿ ð3çíèõ ïåðåøêîä; ãàðàíò3ÿ äîñòóïó 3 íàÿâíîñò3 3íñòèòóò3â 3íêëþçèâíî¿ îñâ3òè; ñòâîðåííÿ 3íêëþçèâíîãî íàâ÷àëüíîãî ñåðåäîâèùà; íàäàííÿ íåîáõ3äíî¿ 3íäèâ3äóàëüíî¿ ï3äòðèìêè ä3òÿì ç 3íâàë3äí3ñòþ; ðîçðîáêà 3íêëþçèâíèõ íàâ÷àëüíèõ ïëàí3â, ìåòîäèê âèêëàäàííÿ; âèêîðèñòàííÿ 3íêëþçèâíî¿ ñèñòåìè îö3íþâàííÿ ó÷í3â, çàñíîâàíî¿ íà äîòðèìàíí ïðàâ ëþäèíè; 3íâåñòèö3¿ â ï3äãîòîâêó â÷èòåë3â; ñòâîðåííÿ ñïåö3àëüíèõ ðåñóðñ3â äëÿ ï3äòðèìêè ôàõ3âö3â); ïîâàãà äî ïðàâ ä3òåé ç 3íâàë3äí3ñòþ â øê3ëüíîìó ñåðåäîâèù Îñíîâí ïîëîæåííÿ ÎÎÍ [9]: çàóâàæóþòü, ùî äëÿ òîãî, àáè âò3ëþâàòè 3íêëþçèâíó îñâ3òó, äåðæàâè ìàþòü çàñòîñîâóâàòè ãíó÷ê3 íàâ÷àëüí ïðîãðàìè, ÿê ìîæíà àäàïòóâàòè äî ð3çíèõ ïîòðåá ä3òåé; çîñåðåäæóþòü óâàãó íà òîìó, ùî íåîáõ3äíî âïðîâàäæóâàòè áåçïåðåðâíå íàâ÷àííÿ â÷èòåë3â òà íàäàâàòè ¿ì âñåá3÷íó ï3äòðèìêó; â3äçíà÷àþòü, ùî ì3ñöåâ ãðîìàäè ìàþòü ôîðìóâàòè ðåñóðñè äëÿ çàáåçïå÷åííÿ òàêî¿ îñâ3òè. Освіта дитини має бути спрямована на розвиток особи, талантів, розумових і фізичних здібностей в найповнішому обсязі, освіта повинна сприяти розвитку потенціалу дитини в усіх сферах
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