Abstract
The article examines the formation of the early support system for young children as an integral part of Ukraine’s state policy in the field of education and children’s rights, the international and national legislation that defines this system, and the stages of its formation. Early support is understood as an interdisciplinary family-centred comprehensive support system for young children with developmental disabilities or biological or social risks. The aim of this system is to improve children’s development and their families’ quality of life with the help of special institutions, organisations and their subdivisions of different subordination: the Ministry of Education, the Ministry of Health and Social Protection of Ukraine. The main provisions declared in international and national legal documents concerning early support for children with special educational needs at different age periods are analysed and the stages of system formation are defined. The practices of early support for children with special educational needs at each formation stage are described.
Highlights
CS Many different branches of modern scientific knowledge examine the early M stages of human development
We identified the following tasks: on the basis of the review of national and foreign special literature, as well as on the basis of legislative documents – to clarify the appropriateness of the term “early support” in comparison with other terms; to identify and briefly describe the stages of early support system formation in such areas as education, social protection, health care, and to reveal potential resources for further development
The performed study has demonstrated that early support proposed for children with special educational needs is deeply rooted in the socio-cultural tradition, and has a certain unique, “historical age”
Summary
CS Many different branches of modern scientific knowledge examine the early M stages of human development. Support for children with special educational needs occupies a leading position in special pedagogy and psychology as one of the most important theoretical and practical up-to-day trends. According to the legal term (as it was accepted in 2010), children under 18 with “special educational needs” constitute a highly problematic group for the health and educational organisations, because they need additional educational, medical and social support to improve their health, development, training, general quality of life and socialization. In other words such children need comprehensive support from the very birth (Іnklyuzivne...). Important personal traits are formed in the earliest years of a child’s life; a life path is set here
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