Implementation of the principle of awareness in the process of mastering educational knowledge by students with special educational needs in the conditions of the New Ukrainian School

Abstract

Relevance. The examination of the principle of awareness in the process of teaching students with special educational needs in the framework of the New Ukrainian School is necessary since this principle is responsible for the transition to personality-oriented learning. For students with special educational needs, awareness of their own learning is key to understanding their strengths and weaknesses and solve individual problems. Purpose. The main purpose of this study is to analyse the main aspects of implementing the mindfulness principle in inclusive education within the New Ukrainian School. Methodology. The study employed categorical analysis and generalisation to address key aspects and challenges of inclusive education within international pedagogical theory. It also utilised legal document analysis and the method of systematisation. Results. Inclusive education, a key aspect of problem solving, has different definitions, but all focus on accessibility for all children. It is recorded that awareness in the process of learning by students is a pedagogical approach that emphasises the importance of self-awareness and active understanding of the learning process on the part of students. Four principles of inclusive education in the New Ukrainian School are identified, which contribute to the awareness of educational material by students with special educational needs. Conclusions. Inclusive education in Ukraine is supported by a robust legislative framework, ensuring equal access to education for individuals with special needs with the emphasis on interactive learning, practical application of educational material, social integration, and personalized support. The main practical substantial aspect of this study is to inform teachers about the legislative and programmematic nuances of inclusive education, aimed at maximising its effectiveness. Keywords: inclusion; competence; interactive learning; practicality; social integration; personal support