Innovation and inclusive model of additional education

Abstract

Introduction. Additional education is a sphere of numerous innovations, a sphere of searching for new, individualized forms of work with students and students, including in the context of the development, implementation and reflection of educational trajectories of students and students with disabilities, in inclusive education. People with disabilities, as follows from the basic orientations of special and inclusive education, have special educational needs and, therefore, require additional support for educational, medical, psychological and social plans. Innovation, development, testing and reflection of new methods and directions of educational work with such learners and students is an urgent need, but not always innovations, even those especially focused on the formation and implementation of personal educational trajectories, help to fulfill the basic goal of (inclusive) education – the goal the formation and development of man as a subject of culture.Purpose setting. The purpose of the study is to comprehend the problems of educational innovations in the context of an inclusive model of additional education.Methodology and methods of the study. The research method is a theoretical analysis of the problems of educational innovations in the context of the idea of educational trajectories of students in inclusive education.Results. Innovations in inclusive and general education place special demands on the preservation and improvement of their quality. However, the opposite is often observed: innovations are declared as a way to facilitate teaching and learning, but not by optimizing them and new ways, but by emasculating, primitivizing and reducing the level of requirements for the final result. The essence of the inclusive model of additional education lies in the fact that additional education is considered as a highly individualized (personalized) sphere of transferring and mastering general cultural and educational and professional competencies, within which the teacher is able and obliged to encourage students to comprehend and realize themselves as a subject of culture, a person among other people. Realizing and accepting their own characteristics and needs, as well as the needs and differences of other people, realizing their values and meanings, it is important for the teacher and students to strive for themselves and help others to achieve a state of self-fulfillment, a harmonious combination of personal and social interests, self-actualization and self-realization, to teach others and/or learn from others to live, fulfilling their functions as a subject of culture.Conclusion. The inclusive doctrine is being improved, it learns and teaches to distinguish between the tasks of including a person in the community, supporting his becoming a subject of culture, and the tasks of subordinating a person and his life to the interests of society, absorption of a person by society, even and especially for the sake of imaginary "sustainable development". A modern person can and should be aware of and study the meanings and meanings of what surrounds him, what is offered to him as an "innovation" or "model of a future need", this ability is transmitted and formed in dialogue with significant others, including teachers.