PRECONDITIONS OF DEVELOPMENT OF LEISURE ACTIVITIES FOR CHILDREN WITH SPECIAL EDUCATION NEEDS IN OUT-OF-SCHOOL EDUCATIONAL INSTITUTIONS (END OF XX – EARLY XXI CENTURIES)

Abstract

The article considers the preconditions that contributed to the development of leisure activities for children with special educational needs in out-of-school educational institutions. The preconditions include: the formation in the public consciousness of the view on the importance of leisure as a sphere of self-realization of the individual; availability of a global international educational policy on positive and constructive approaches to the education of children with special educational needs; availability of historical experience in the development of models for providing education to such children in out-of-school education institutions; the presence of a community of democracies formed in the public consciousness regarding the humanistic paradigm of inclusive education; the influence of the national pedagogical heritage and the existence of an extensive network of out-of-school educational institutions at the time of Ukraine's independence.
 The inclusive model is defined as bringing together all participants in the educational process, including the gifted, the disabled, the socially maladapted, children from vulnerable places, children from poverty and destitution, children from national minorities and children from immigrants. It is proved that the inclusive paradigm is not aimed at adapting the individual to social, social, economic relations, but on the contrary to the restructuring of the entire system of mass education to meet the educational needs of children with special educational needs. This innovative approach promotes the development of leisure activities for children with special educational needs in out-of-school education institutions. The author's definition of the term "inclusive extracurricular education" is considered as an innovative paradigm of educational relations, which focuses on humane treatment of children with special educational needs, excludes any discrimination aimed at social inclusion of children in extracurricular educational space and their social communication.