PEDAGOGICAL ANALYSIS OF INCLUSIVE EDUCATION IMPLEMENTATION BY CANADIAN SCIENTISTS.

Abstract

The article presents a pedagogical analysis of the introduction of inclusive education in the countries of North America, especially, Canada. The peculiarities of the introduction of the inclusive system of education by Canadian scientists are highlighted. The role of parents and teachers, educators and assistants in provision of pedagogical support of children with special needs in conditions of inclusive education in Canada and Ukraine is analyzed. The prerequisites for the successful implementation of inclusions, which are proven in the works of Canadian researchers, whose experience is also applied in the Ukrainian education system are: logical justification; tempo and resources; devotion to the cause; parents; leadership. Inclusive education is a process that involves the transformation of schools and other learning centers so as to cater for all children, including boys and girls, students from ethnic minorities, people affected by HIV and AIDS, and those with a disability and learning difficulties. Analysis of Canadian scientific literature makes it possible to distinguish the most important educational issues of the development of inclusive education: understanding the inclusion philosophy; lack of connection between research and practice of inclusive education; meeting the educational needs of children with special needs in the inclusive environment; providing students with special educational needs access to the general curriculum; lack of appropriate vocational training programs that would combine the training of general and special education teachers; involvement of special education specialists in support of children with special educational needs, who study in general educational institutions; ensuring effective training of teaching staff for qualitative inclusion. Consequently, one of the prerequisites for the effective organization of inclusive education for children with special educational needs in the North American countries is its staffing of teachers and assistants. Study of literary sources gives grounds to conclude about certain peculiarities of the development of the inclusive educational branch in the context of the preparation of children with the peculiarities of illumination. Prospects for further research include the study of the practical training of specialists in the introduction of inclusiveness in Canada and the learning of the experience of Canadian scholars in Ukraine.