Inclusive Education In Ukraine Research Articles

INCLUSIVE EDUCATION IN UKRAINE

Since 2017, Ukraine has intensified the processes of reforming and developing inclusive education and creating a learning environment that meets European standards in all educational institutions. At the same time, some challenges and barriers arise while implementing the strategy and conceptual framework of inclusion, which require in-depth study and argumentation. The article aims to study the challenges, conditions, and strategies for implementing inclusive education in Ukraine. The research methodology is based on a legal analysis of international and national legislative acts that contain legal, organizational, financial, personnel, and other conditions for the implementation of inclusive education in Ukraine. The results of a survey of 304 educators at the Inclusive Resource Center of Ternopil National Pedagogical University, named after Volodymyr Hnatiuk, were used to understand the prospects for implementing inclusion in Ukraine. The results prove that Ukraine has prerequisites for the development of inclusive education. The authors have identified the following key conditions that are formed for implementing a multidisciplinary model of inclusion: legal, strategic, financial, organizational, institutional, personnel, social, and sanitary and hygienic conditions for inclusive education. The international and national legal framework regulates a wide range of issues related to the organization and implementation of inclusion in the educational environment of all types of educational institutions. However, some of them, especially those associated with the provision of correctional and rehabilitation services, require amendments and approval. For Ukraine, information, mental, institutional, and physical barriers to the development of inclusive education are typical.

An Overview of the Principles of an Inclusive Approach in Education in Ukraine in the First Decade of the 21st Century as a Neuroscientific Factor

This article is a systematic examination of the progression of inclusive education in Ukraine during the first decade of the 21st century, focusing on the neuropedagogical viewpoint of incorporating children with special needs in social interaction. It investigates the principal components of forming inclusive education as a fundamental factor for the progress of a non-discriminatory civil society in Ukraine. The author analyzes regulatory and legal documents, theoretical and practical experience of working with people with special needs. The study is devoted to the issue of the implementation of an inclusive approach in the education of Ukraine. The focus of the quantitative-qualitative analysis revolves around the historical timeline concerning the acknowledgment of regulatory documents pertaining to inclusive education and inclusive educational practices in Ukraine. Additionally, this analysis encompasses the examination of scientific and methodological literature concerning the education of children with special needs. This body of knowledge has played a pivotal role in facilitating the effective adoption of the inclusive approach within Ukrainian education, representing a significant aspect within the field of neuropedagogy. The experience of implementing an inclusive approach in Ukraine in the first half of the 21st century was analyzed, which laid the foundation for the formation and further development of an accessible environment with a universal infrastructure design, the presence of special devices for participants in the inclusive educational process, taking into account their needs. The article demonstrates how the transformation of Ukraine created an educational environment within educational facilities that was tailored to the particular needs of students with special educational needs, especially those related to neuropedagogy.

PEDAGOGICS OF PARTNERSHIP AS THE FUNDAMENTAL FOUNDATIONS OF THE ORGANIZATION OF INCLUSIVE EDUCATION OF YOUNGER SCHOOL STUDENTS

The article emphasizes the importance of pedagogy of partnership and cooperation in the organization of education, upbringing and development of younger schoolchildren with special educational needs. The purpose of the article is to demonstrate the importance of partnership pedagogy in creating favorable conditions for learning, upbringing and development of younger schoolchildren with special educational needs in the conditions of a general secondary education institution. The methodological basis of the study is a systematic approach to the analysis of the organization of inclusive education of primary school students with special educational needs, integrated into general secondary education institutions on the basis of partnership pedagogy. The following general scientific methods were used during the research: comparative analysis of scientific, educational and methodological sources, normative and legal basis of inclusive education in Ukraine; theoretical and empirical methods (questionnaire and conversations with students, teachers, parents; observation, pedagogical experiment, data processing, and others), methods of generalization. Emphasis is placed on the types of social partnership, their directions of implementation in the practical activities of specialists of an educational institution with inclusive education. The main criteria and indicators of partnership interaction are highlighted, the requirements for the activities of teachers and other specialists to increase the effectiveness of cooperation in the conditions of an inclusive environment are emphasized. The scientific novelty of the obtained results lies in the systematization of views on the problem of establishing partnership interaction in the process of education, upbringing and development of younger schoolchildren with special educational needs; identification of current problems and prospects for improving the effectiveness of inclusive activities of schools based on partnership and cooperation of participants in the educational process. It has been established that the indicators of effective learning, upbringing and development of younger schoolchildren with special needs are the creation of a favorable atmosphere in an educational institution, the establishment of friendly interpersonal relationships, and the organization of the educational process on the basis of partnership. The advantages of socio-pedagogical partnership and cooperation in comparison with traditional forms of interaction of the administration, teachers of the educational institution with parents of students, the public and extracurricular institutions are revealed.

Inclusive education in Ukraine: conditions of implementation and challenges

Inclusive education in Ukraine: conditions of implementation and challenges

METHODOLOGICAL APPROACHES TO THE DEVELOPMENT OF PEDAGOGICAL SKILLS IN AN INCLUSIVE ENVIRONMENT

The study is devoted to one of the most pressing problems of training personnel of educational institutions with inclusive education. In particular, the methodology of personnel training (methodological, synergistic, optimization of the educational process, selection of training content) is considered. Methodological approaches are highlighted as leading in the professional training of a special student-centered educational institution with inclusive education. The key concept of "system" is considered as an integral complex of elements interconnected in such a way that when one changes, the others change as well. Based on the new conceptual foundations of the modern social development, the ways of reforming the education system are outlined. The introduction of courses aimed at acquiring new professional skills and changing attitudes towards children with special educational needs is identified. The focus is on the initial ideas of the concept of training multidisciplinary specialists and outlines methodological approaches: axiological, systemic, integrative, student-centered to the training of special education specialists to work in an inclusive educational space, which determines the overall scientific strategy. The factors influencing the formation and development of inclusive education in Ukraine are described. The problems of special professional training of highly qualified teachers of inclusive education are covered in detail. Particular attention is paid to the importance of improving the system of the training of special education specialists. It is summarized that modern educational reforms require a change in approaches to the organization of the content of the inclusive education.

STUDYING THE FORMATION OF TEACHERS' PERSONAL READINESS TO WORK IN AN INCLUSIVE EDUCATIONAL SPACE

At the same time, with the rapid development of inclusive education in Ukraine and the desire to create conditions for ensuring the right to education of children with special educational needs, unresolved issues of the educational system are becoming more relevant, the presence and consequences of which directly affect and determine the effectiveness of inclusive education. In this study, it was decided to focus on such an important aspect of ensuring the effectiveness of inclusive education as the readiness of teachers to work in the conditions of an inclusive educational space. In particular, the field of scientific interests is the phenomenon of personal readiness of teachers, which we consider to be the fundamental basis of the pedagogical skill of a modern teacher. Given the small number of available works and the continuing attempts of modern scientists to study the phenomenon in more detail – to determine its features and prerequisites of a high level of formation, we are convinced that our own research is appropriate. Considering the above-mentioned relevance of scientific research, the proposed article presents the results of an empirical study of the formation of personal readiness of existing teachers, which was conducted in December 2021-February 2022 with 598 participants from 24 regions of Ukraine. In addition, the article outlines the conceptual foundations of the phenomenon of teachers’ personal readiness to work in an inclusive educational space based on the study of existing results of scientific research, and outlines the characteristics of the studied phenomenon. The research was conducted using the author's questionnaire. The content of the questionnaire, namely the blocks by which the questions are divided, allows us to assess the formation of teachers’ personal readiness to work in an inclusive educational space through its specific manifestations, including readiness for activity, development, and self-development. According to the results of processing the data, it was found that, according to the respondents' own beliefs, they are aware of inclusive education and are personally ready to work in an inclusive educational space. At the same time, we have found a certain contradiction between the data obtained for the multiple-choice questions and the assessment based on scales and open-ended questions. For example, the theoretical knowledge of the respondents on some basic categories of inclusive education needs to be improved. Understanding and deep awareness of theoretical foundations is a basic component on the way to forming a teacher’s personal readiness. Based on the described results of the empirical research, the conclusions and prospects for further research are formed, which we see in the development and implementation of a training program for current and future teachers, the essence and content of which is directly related to the formation of their personal readiness and pedagogical skills in general in the context of an inclusive education space.

COMPETENCE-ORIENTED TRAINING OF FUTURE PRESCHOOL EDUCATORS AS A COMPONENT OF THE SUCCESSFUL IMPLEMENTATION OF INCLUSIVE EDUCATION

The article highlights the problem of training future educators of preschool education institutions for the implementation of inclusive education. The analysis of the Professional Training Standard of specialty 012 "Preschool Education" and the corresponding educational and professional program was carried out. The key professional competencies necessary for future educators to ensure high-quality educational process for preschool children with special educational needs were determined. A problem was identified in the insufficient development of the content load of the educational and professional training program for educators regarding the implementation of inclusive education in Ukraine: to this category belong only three courses from the general curriculum and one from the list of selective courses. Taking into account the components of inclusive education, the author highlighted the specifics of competence-oriented training of future educators of preschool education institutions as an end-to-end component of the successful implementation of inclusive education: awareness of the general philosophy of inclusive education; study of the legal and methodological framework for inclusive education in Ukraine; formation of the ability to ensure the psycho-emotional comfort of children during adaptation and throughout their education in a preschool education institution; deepening theoretical and practical experience by conducting seminars, trainings, conferences, master classes, etc.; formation of skills for self-education and self-improvement; immersion in an inclusive educational environment during internship; gaining experience in implementing a barrier-free educational environment; formation of skills to create an individual development program for a child with special educational needs in accordance with various types and degrees of health isuues, interests and opportunities; cooperation with psychologists, parents to achieve a common goal; integration of traditional and remedial education; mastering the variety of ways of monitoring the progress of each child with special educational needs; mastering the skills of providing "equal mentoring". This scientific study only partially solves the problem of inclusive education in the country as a whole, and in preschool education institutions in particular.

ВИКОРИСТАННЯ ПЛАТФОРМИ NEARPODУ НАВЧАННІ ДІТЕЙ З ОСОБЛИВИМИ ОСВІТНІМИ ПОТРЕБАМИ В УМОВАХДИСТАНЦІЙНОЇ ОСВІТИ: ОГЛЯД ІННОВАЦІЙНОГО УРОКУ УКРАЇНСЬКОЇ ЛІТЕРАТУРИ

Introduction. Since 2022, thousands of Ukrainian educators have been facing a dramatic challenge – training during the war. The lack of approaches, methods or tools that would be effective in organizing the instruction of children affected by injuries that caused physical limitations turned out to be an even greater challenge. Inclusive education has experienced an urgent need to use new, effective online tools for distance learning of children without and with special educational needs (SEN) as well as encouraging them to communicate in Ukrainian literature lessons. Thus, the purpose of the article is to investigate the educational potential and effectiveness of the Nearpod online platform while teaching secondary school students with SEN. Methodology. Methodologically, the lesson relies on the concept of inclusive education in Ukraine, which is implemented by the Order of the Ministry of Education and Culture of Ukraine «On approval of the concept of inclusive education development « (2010). The piloting of the lesson in Ukrainian literature for the 6th graders with special educational needs was carried out in the conditions of online learning in the format of a video conference using the Nearpod educational platform Results and Discussion. The lesson piloting has proved the effectiveness of the NEARPOD platform in distance learning of students with SEN. Based on the analysis of the latest research into inclusive education, the authors have managed to implement the appropriate information technologies to overcome communicative isolation of children with musculoskeletal disorders and physical injuries. The Nearpod educational online platform has enabled equal involvement of all schoolchildren in game and competitive forms of learning, shaping schoolchildren’s responsibility for the success of all team members and respect for the intellectual and emotional contribution of each student to overall class achievements..

ДО ПИТАННЯ ПРО НАУКОВО-ПРАВОВИЙ АСПЕКТ РОЗВИТКУ ІНКЛЮЗИВНОЇ ОСВІТИ В УКРАЇНІ

The article outlines the trends of the scientific and legal aspect of the development of inclusive education in Ukraine. Attention is paid to international legal principles, the national component of scientific and legal support. It was determined that the mainstream of scientific intelligence in the domestic doctrine is challenges related to war. Ukraine has become at the forefront of solving the issue of ensuring educational rights for all people in the conditions of limited resource opportunities and the rapid pace of increasing the problem. In this context, there is a general understanding of the need to urgently accelerate the process of socioeconomic integration of people with disabilities into all areas of society’s life. Progressive European practices of such integration in Ukrainian conditions are predicted to be used at an accelerated pace for objective reasons. There is an urgent need for a scientific understanding of the change in the development vector of inclusive education from «medical» to «social», from «social» to «socio-economic», from «ensuring the education of persons with special educational needs» to «education for all» and «full socio-economic integration». And also the importance of developing a scientific, legal and educational basis for such socio-economic integration of all people in social and state processes. Ukraine is at the forefront of world processes, because the paradigm of full integration of all people into the socio-economic processes of state development is not only caused by the progressive development of human rights, as in other democratic states, but also by the critical need for the urgent mobilization of all resources for the functioning and development of our state in conditions of war. The main trend in the development of the legal sphere is the advancement of social law in the field of legal sciences. Enrichment of the doctrine of social law will ensure an even progress of practice. Studies of its Europeanization continue to play a unique role in this context. Social policy research in the field of political science and economic research, sociological and pedagogical research play an important role. It is possible to note the urgent need to develop cross-sectoral scientific regulations for the comprehensive study of relevant issues and the formation of verified conclusions that will strengthen legislative work and practice.

MODELING THE DEVELOPMENT PROCESS OF INCLUSIVE EDUCATION IN UKRAINE

The article presents the results of research on the implementation of the principles of inclusive education in Ukraine, substantiates its relevance in the development of a democratic society and European integration policy. The principles of the state policy in the field of inclusive education, its normative-legal support and international practice of providing educational services to citizens with special needs are described. Advanced experience of inclusion introduction in the educational process of preschool, general secondary, vocational and higher education institutions is analyzed. Official statistics on the total number of people with disabilities in Ukraine; availability of special secondary education institutions (boarding schools) and their contingent; the number of children with disabilities in preschool education institutions, students with disabilities in full-time secondary education institutions, persons with disabilities in vocational education institutions, persons with disabilities among students of higher education institutions etc., have been handled. The importance and expediency of the scientific development of the principles of inclusive education, its practical implementation and study of socio-economic effect are substantiated. Graphic visualization of the correlation between the employed persons with disabilities and persons without disabilities, number of children, pupils, students with special educational needs in education establishments of Ukraine is presented.

Regulatory and legal support of inclusive education: Ukrainian trends and international practice

The relevance of the research is explained by the fact that inclusive education in Ukraine requires improvement of the regulatory framework to regulate both the physical presence of a child with special needs at school and changes in the school itself, school infrastructure, and the relationship between students and teachers and between teachers and medical professionals: psychologists, psychiatrists, defectologists, etc. The purpose of the research is to explore the current state of legal regulation of inclusive education and prospects for its further development in Ukraine. One of the main methodological techniques of the study is a comparative approach. The comparative legal approach analyses the legislation of different countries of the world that regulates inclusive education. The author identifies the correlation between the provisions of international law and Ukrainian legislation on the implementation of the international principles of inclusive education enshrined in international legal instruments into the legal system of Ukraine, including the education system. The practice and shortcomings of regulatory and legal regulation of inclusion at the state level are explored. The author analyses the content of the concept of “special learning conditions”. Particular attention is devoted to the development of inclusive vocational education and training in different countries. The specific features of inclusive education in Ukraine and the world are identified. It is noted that inclusive education is based on the value idea “all children are equal”. It is emphasised that in Ukraine, inclusive education can be assessed as an advanced system of education for children with special educational needs, based on the joint education of healthy children and children with disabilities. The practical significance of the study is that the conclusions and proposals presented in the research will contribute to improving the mechanism for protecting the rights of children with special needs as one of the most vulnerable categories of the population. The generalisation of the results of the work is designed to improve the legislation of Ukraine in the field of inclusive education and to implement foreign provisions and standards for the protection of the rights of children with special needs in Ukrainian educational practice.

European practices of inclusive education (experience for Ukraine)

In the era of globalization, there is a process of democratization and openness of society. The value of human beings, their dignity, and their lives are being redefined and given new meaning. Race, gender, gender, social stratum, physical and mental capabilities are no longer “criteria” for being in society. Everyone has the right to exercise his or her rights. Everyone has the right to education, medicine, life, etc. Ukraine is gradually moving towards Europe and over the past five years has been actively implementing a program of inclusive education. Inclusive education is a system of educational activities aimed at overcoming discrimination and exclusion of students with physical and psychological disabilities. This system of education has become in opposition to the boarding school system, where students are cut off from society. For five years, Ukraine has been actively creating inclusive classes and introducing various teaching methods. We can consider Europe as an example as a defender of democracy and human dignity. Therefore, the purpose of our work is to study the European practices of inclusive education in Ukraine. For the purpose we used the following methods: observation (throughout the study), interviews with all subjects of the learning process, inductive method, testing to check knowledge. Since the essence of inclusive education is not only the acquisition of knowledge but also comfortable growth in society, we want to pay special attention to this aspect. The results of the study showed that a special role is played by individual development of tasks for students, allowing to involve children even with psychophysiological problems. Also, a special role is played by parents and a teacher's assistant (for example, in Italy), the game form of learning, the change of activities after 10-20 minutes, group work, etc. The novelty of the study lies precisely in the analysis of the implementation and evaluation of European practices in Ukraine. The results of the study can be used in adjusting educational programs of inclusive education, communication of all subjects of training and for their qualitative implementation, as well as acquiring the importance of the role of assistant teacher.

IMPLEMENTATION OF THE RIGHT OF ACCESS TO HIGHER EDUCATION: BARRIER-FREE AND INCLUSIVE EDUCATION POLICY IN INTERNATIONAL DOCUMENTS AND ACTS OF NATIONAL LEGISLATION

The study deals with one of the most pressing problems of the educational policy of Ukraine – the introduction of Inclusive education – an education system that assimilates the needs of a diverse range of applicants and is aimed at meeting their needs. This subject is extremely relevant, since it is poorly researched within the framework of Ukrainian legal science, and the provisions of the legislation on certain issues require more active practical implementation. In this regard, the educational system of the state should be reformed primarily based on an approved national barrier-free strategy. In the context of the outlined area of educational policy development, the purpose of this study is to analyse the national regulatory framework in the field of barrier-free and inclusive education for compliance with international and European standards, reconsider the already implemented policy and practice of ensuring the educational process for people with special educational needs. The methodological basis of the study was the dialectical method of scientific knowledge, general scientific (formal-logical, analysis, and synthesis), and special-legal (formal-legal) methods. The study analyses international, European, and Ukrainian legislation regulating the introduction of a barrier-free educational environment and inclusive education. According to the results of the study, it is established that barrier-free and inclusivity are values that should become the foundation of modern educational policy. It is discovered that Ukraine is already taking certain organisational and legal steps defined by ratified international and European acts to create a barrier-free educational environment and increase the level of inclusivity in Ukrainian society, but this is not enough. It is proved that the priority task remains to adapt the legislation and practice of Ukraine to the requirements of international and European standards. The study attempts to provide a theoretical justification for the implementation of the barrier-free policy and the concept of inclusive education in the field of higher education in Ukraine. The study offers areas for implementing a national strategy and practice that can prepare the basis for the successful implementation of inclusive education in Ukraine.

The Impact of Emotional Intelligence on the Academic Performance of Students with Intellectual Disabilities in Inclusive Education

Background: The development of inclusive education involves the increasing participation of children and adolescents with intellectual disabilities in the general education process, which can be accompanied by several stressful and psychotraumatic situations that negatively affect the academic success of such adolescents.
 Objective: This study aimed to empirically test the probability that the emotional intelligence level of adolescents with intellectual disabilities impacts their academic performance.
 Methods: The study was conducted as a socio-psychological experiment involving experimental and control groups through pre-test and post-test measurements of the emotional intelligence level of adolescents with intellectual disabilities and their academic performance. The study involved students at comprehensive secondary schools aged 12-14 who studied in inclusive classes.
 Results: The Emotional Intelligence Development Programme also aimed to further the inclusion of adolescents in their school lives. The Programme involved a series of classes with a predominance of visual material adapted to the needs of adolescents with intellectual disabilities. The research was motivated by the improvement of inclusive education in Ukraine, which is at the stage of its formation. The Programme is based on applied developments of practical psychologists with the author's extensions. The study was carried out through the EmIn Test adapted by Lyusin to diagnose the level of emotional intelligence. Observations, one-way analysis of variance (ANOVA), Pearson correlation coefficient, and comparison of means through student's t-test were used to analyze the data obtained. The Programme resulted in increased parameters for the emotional intelligence level in the experimental group compared to the control group and improved academic performance in Mathematics and Biology. The results obtained empirically confirmed the positive impact of emotional intelligence on the academic performance of children with intellectual disabilities.
 Conclusion: The primary value of the study was the integration of the author's approaches in the development of emotional intelligence of adolescents with intellectual disabilities. The practical result of the research is the methodological systematization of the experiment results with the aim of further implementation in the general educational process. Further research suggests monitoring the long-term effects of therapeutic intervention programs in working with adolescents with intellectual disabilities.

THE USE OF DIGITAL TECHNOLOGIES IN THE TRAINING OF SOCIONOMIC SPECIALTIES FOR WORK IN INCLUSIVE EDUCATIONAL CONDITIONS

The article considers and analyzes the problem of using digital technologies in the preparation of specialists in socionomic specialties to work in an inclusive educational environment. The essences of inclusive education, the regulatory framework of inclusive education in Ukraine, and socio-pedagogical and correctional work with children with special educational needs are revealed. The role of a social pedagogue, speech pathologist, and speech therapist in working with children with special educational needs in inclusive education is determined. The article considers the possibilities of using digital technologies in the work of specialists in socionomic specialties in the context of inclusive education and ways to improve the system of their training.
 The authors present an analysis of experimental research to determine the readiness of future specialists in socionomic specialties to use digital technologies in educational and professional activities. Positive and negative factors of digital technology use are determined.

EDUCATIONAL AND CULTURAL POTENTIAL OF INCLUSIVE COMICS

The article deals with the research on comics' educational and cultural potential, particularly inclusive comic books, and their influence on inclusive culture formation. Inclusive graphic stories have long been part of the readership abroad. Gradually, this tradition is becoming popular in the Ukrainian cultural space. The chronology of the implementation of inclusive education in Ukraine is established, a brief overview of the regulatory framework is given. There is more and more inclusive literature on the Ukrainian book market: it is both translations and works of domestic writers, it is literature for the youngest, teenagers, adults, and it is fiction and nonfiction. In 2019 the first inclusive comic book "Friends 2.0" appeared. It was published with the support of the Ukrainian Cultural Foundation within the framework of the Inclusive Art program. The comic book "Friends 2.0" is an illustrative material for the analysis. The given research identifies the features of inclusive literature and clarifies its role in forming a tolerant society. The main evolutionary steps of comics are conveyed (Egyptian drawings in the burial chambers, "Ocelot's Claw", The Bayeux Tapestry, William Hogarth’s caricatures, stories in drawings by Rodolphe Töpffer, "Max und Moritz" by Wilhelm Busch, "The Yellow kid" by Richard Outcault and others). The basic terms and concepts of comic book culture are explained, taking into account the specifics of their translation. The history of Ukrainian comics is written daily, undergoes great changes, forms the main slogans and ideas in which it operates and develops. Currently, Ukrainian comics are established as a separate literary and art genre. Inclusive "Friends 2.0". comics are five stories based on real events. Every story is a story of struggle and victory. These are the first inclusive stories in the Ukrainian cultural space. They proclaim that everyone in the world is important, that disability is not a sentence, the importance of adaptation and inclusion, faith and dreams that come true. The article highlights the structural and semantic components of the stories in the comic book "Friends 2.0", analyzes the role of the motto in the content of the stories of this book, the background of panels, characters, and more. The analysis of inclusive comic strips as achievements of comic book culture and as examples of graphic texts in which the inclusive component dominates is offered. It helps to identify a special type of superhero in "Friends 2.0". The educational potential of such comics and their influence on the context of inclusive culture are identified.
 Keywords: inclusive literature, inclusive comics, comic book, diegesis, narrative, encapsulation, motto, superhero.

Inclusive Education Implementation: the Experience of the Faculty of Primary Education

Considering the current reality, there are new requirements for the organization of the educational process in higher education institutions of Ukraine. Thus, the problems and ways of the implementation of inclusive education for students with special educational needs are becoming increasingly important.
 The purpose of the study is to substantiate theoretically the problems and ways of implementing inclusive education in Ukraine based on the experience of the Faculty of Primary Education of H. S. Skovoroda Kharkiv National Pedagogical University.
 Methodology. A retrospective analysis of the development of inclusive higher education in Ukraine has been used; it has been found that it is necessary to organize an inclusive environment and implement training for students with special educational needs in higher education institutions. The study was based on the Convention on the Rights of Persons with Disabilities, Resolution of the Cabinet of Ministers of Ukraine of July 10, 2019 № 635 “On approval of the Procedure for the organization of inclusive education in higher education institutions”, educational programs on 013 Primary Education, and scientific and pedagogical works on conceptual approaches to the implementation of inclusive education; organization of training of persons with special educational needs; principles and functions of inclusive education, which indicated the need for inclusive education in higher education institutions.
 Results. The essence of the concept "inclusive education" has been defined. Problems of higher education of people with special needs have been described. The system of education of students with special needs has been determined. It is noted that art HUB for students and university teachers with special educational needs in H. S. Skovoroda Kharkiv National Pedagogical University has been opened. It has been determined that there are elective subjects “Fundamentals of inclusive education” (for the 3rd year students) and “Features of working with an inclusive child” (for the 4th year students) in the educational program “Primary Education” at the Faculty of Primary Education of H. S. Skovoroda Kharkiv National Pedagogical University. The educational program "Primary education with methods of special education" for applicants for the first (bachelor's) level of higher education has been described. The examples of students’ working with an inclusive child are described.
 Conclusions. The process of successful integration of people with special needs in a higher education institution requires a systematic solution of many tasks. Creating an environment accessible to people with special needs is becoming an unconditional requirement for the development of higher education institutions and significantly affects the competitiveness of a modern IHE.

INTERNATIONAL AND DOMESTIC PRACTICES OF ASSISTANT TEACHER'S WORK

Formulation of the problem. It is stated that in Ukraine inclusive education is provided by an inclusive school - an educational institution where a physical environment is created as well as curricula and plans are implemented, teaching methods and forms are used, resources and specialists are involved to provide educational services according to every child's needs. Accordingly, there is a problem of defining and specifying the functions and responsibilities of professionals being at work in such an institution. Materials and methods. Methods of theoretical analysis and comparison are applied. Approaches to involving a teacher's assistant in the process of providing support to children with special educational needs in foreign countries are analyzed. The experience of teacher's assistant work in inclusive educational institutions of Ukraine is also described. Results. It is noted that the level of social inclusion is an indicator of the civilization of society, a criterion of its democracy and humanistic orientation. The introduction of inclusive education guarantees the realization of the right to study at the place of residence, which provides an opportunity to be integrated into society on a common basis, to have support from family, friends, small social groups in which the primary socialization of the individual occurs. Thus, inclusive education is one of the main ways of social inclusion. It is determined that the policy of different countries in the field of inclusive education is determined by the social problems that dominate in a particular country in a given period. It was found that the tasks and functions of a teacher's assistant in different countries differ and depend on the specific problems that arise in the process of inclusive education of children with special educational needs. The work of a teacher's assistant in foreign countries is not limited to supporting children with disabilities in the educational process, but can also be aimed at supporting children from different ethnic and linguistic communities, children of refugees and migrants, etc. The basic principles of professional activity of such specialists in Ukraine are also described. Conclusions. The conclusion is made about the need to improve the system of assistance within the inclusive education in Ukraine. This system must be flexible and dynamic and adapt to the real needs of the pupil and the demands of the teacher. The use of foreign experience in defining the job responsibilities of a teacher's assistant in every individual case, the distribution of roles will increase the effectiveness of the process of inclusive education of children with special educational needs.

РОЛЬ ОПОРНОГО ЗАКЛАДУ ОСВІТИ СІЛЬСЬКОЇ ТЕРИТОРІАЛЬНОЇ ГРОМАДИ В СИСТЕМІ ЗАБЕЗПЕЧЕННЯ НАДАННЯ КОРЕКЦІЙНО-РОЗВИТКОВИХ ПОСЛУГ ДЛЯ УЧНІВ З ПОРУШЕННЯМИ МОВЛЕННЯ

In the context of bridging the gap between the quality of education in urban and rural areas in Ukraine, in the framework of the educational reform of general secondary education, a new educational institution by organization and structure form which is a basic educational institution was proposed. With the expansion of the practice of inclusive education of children with special educational needs in general secondary education institutions, it is appropriate to talk about bridging this gap and for providing correctional and developmental services to such children as part of correctional and developmental services for children with speech disorders. The assessment of the possibilities of the basic educational institutions in their readiness to provide correctional and developmental services to children with special educational needs showed that among pedagogical positions of the basic educational institutions and their branches mostly need speech therapists. Taking into account the features of the rural environment the necessity of increasing the access to correctional and developmental services for children with speech disorders living in rural areas is proved. First of all, it is necessary in rural settlements which remote from educational institutions. It exacts from a speech therapist the other way of building his work in this direction. As an alternative, the possibility of organizing such work at a distance using distance learning technologies is considered. Despite the positive changes in the implementation of inclusive education in Ukraine, it is noted that the level of logistics of the basic educational institution in rural area doesn’t allow to speech therapist using their potential in organizing correctional and developmental work for children with speech disorders in full extent. The opinion of necessity to solve the staffing issue, improve the logistics and educational provision of the basic educational institutions, which would allow to a speech therapist to organize and conduct correctional and developmental work properly within the single educational space was expressed.

Retracted: Practical implementation of inclusive preschool education in Ukraine

AbstractThe right of children with special needs to education is realised through the introduction of inclusive education. Such practice is common in many countries around the world. An inclusive setting in early childhood education protects children from segregation and negative attitudes from others. In Ukraine, in connection with European integration, preschool inclusive education is actively developing. Accordingly, studying of inclusive education and the practice of preschool educational institutions for children with special educational needs in the country is relevant, and determining the specifics of this process became the purpose of this study. Analysis of the legal framework, method of comparative analysis, synthesis and analysis of quantitative indicators, questionnaires, systematisation and generalisation of statistical data were used during the research. A comparison of inclusive preschool education implementation experience in the European Union (EU) and Ukraine was conducted and the main trends in the development and implementation of inclusive education in Ukraine were identified. It was found that membership in the EU has a positive effect on both pre‐primary education in the member states and the practice of inclusive education. This study can be useful for educators and policy makers in Ukraine for developing ways to improve the situation with inclusive education both in preschool educational institutions and in schools, as well as for educators and policy makers from other countries, especially the Commonwealth of Independent States (CIS) countries, where similar processes are taking place in their educational systems.