THE PROBLEM OF INCLUSIVE EDUCATION IN PEDAGOGICAL THEORY AND PRACTICE

Abstract

BOROKHVINA Tetiana – Post-graduate student of the Pedagogy Department, International Stepan Demyanchuk Economic and Humanitarian University, Stepan Demyanchuk str., 4, Rivne, 33000, Ukraine (romul001@ukr.net)ORCID: https://orcid.org/0000-0002-9326-996XResearcherID: http://www.researcherid.com/rid/O-3688-2018DOI: https://doi.org/10.24919/2313-2094.7/39.140927To cite this article: Bоrokhvina, T. (2018). Problema inkliuzyvnoi osvity u pedahohichnii teorii ta praktytsi [The problem of inclusive education in pedagogical theory and practice]. Liudynoznavchi studii. Seriia «Pedahohika» – Human Studies. Series of «Pedagogy», 7/39, 50–61. doi: 10.24919/2313-2094.7/39.140927 [in Ukrainian].Article historyReceived: 30 May 2018Received in revised form: 29 June 2018Accepted: 10 July 2018Available online: 12 September 2018 Abstract. The article analyzes contemporary Ukrainian and foreign studies in the field of inclusive education. A review of scientific studies on the education of children with special educational needs was held in Ukraine at the beginning of the XXI century. It is noted that it is necessary to pay more attention to foreign experience and build on this basis its own system of alternative inclusive education, which in Ukraine should coexist with general and special.It has been found that the basis of inclusive education is the ideology that prevents any discrimination against children, ensures equal treatment for all, but creates special conditions for children with special educational needs. It is noted that inclusive education can support such children in learning and achieving success, which will give them chances and opportunities to improve their lives.The article classifies the scientific and theoretical basis, devoted to the problem of inclusive education in Ukraine and foreign countries according to the institutional criterion and singles out two main groups of scientific works. It is proved that for the successful implementation of inclusive education in the general educational process in Ukraine it is necessary to develop its own model of the introduction of inclusive education taking into account the positive trends of the experience of those countries for which inclusion has become an integral part of education. Acknowledgments. Sincere thanks to Zavadska Lidiya Arkhypivna – professor, the dean of the Health, Physical Cuture and Sports of International Stepan Demyanchuk Economic and Humanitarian University.Funding. The author received no financial support for the research,authorship, and/or publication of this article.