Досвід зарубіжних країн у запровадженні інклюзивного навчання в Україні
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Дата
2015
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Анотація
У статті висвітлюється питання впровадження інклюзивного навчання в Україні, окрема увага зосереджена на головних причинах, що гальмують подальшу реалізацію інклюзивної освіти. Для прикладу та порівняння взято 6 зарубіжних країн (Італія, Німеччина, Велика Британія, Франція, Австрія, Португалія), аби розглянути розвиток та специфіку застосування інклюзивного навчання в їхніх навчальних закладах. Проаналізовані дані свідчать про те, що перераховані країни перебувають у пошуці нових методів та способів реалізації даного навчання, адже турбуються про майбутнє жителів своєї країни. Важливу роль у становленні інклюзивної освіти в Україні має ставлення суспільства до дітей та людей означеної категорії.
The article examines the question of implementation of inclusive education in Ukraine; special attention is paid to the main causes, which hinder the further implementation of inclusive education. Inclusive education can become a very important direction in education, which will provide education, training, upbringing, and implement serious aim – socialization of the child, overcoming barriers of communication and interaction with peers and others. Such kind of education provides that teaching a child with special needs in comprehensive educational institution will have a positive impact both on children with disabilities and on healthy peers. Inclusive education is an opportunity for all pupils to study at schools; in secondary classes, where, if necessary, they will be supported in the educational process and with the redevelopment of schools, classes, programs and activities in order that all pupils, without exception, studied and spent time together. The purpose of this kind of education is to improve the learning environment, in which both teachers and pupils are open to diversity. It must be a guarantee in ensuring the needs of pupils, in respecting their abilities and opportunities to be successful. One of the major problems of inclusive education is the placement of the child to school and kindergarten. There are not very many such schools, which specialize in this kind of education. For example and for comparison we took 6 foreign countries (Italy, Germany, Britain, France, Austria and Portugal). We considered the development and specifics of using of inclusive education in schools of those countries. All the analyzed information shows that those countries which were listed before are in search for new methods and ways of implementing inclusive education, because they worried about the future of residents of their country. In Ukraine, the number of children with special needs is increasing every year. That’s why the use of new approaches in comprehensive schools, especially inclusive education, is significant. Children with disabilities are not a separate category of the population. They have the right to live and study, to be an educated person like others. Their differences don't give any rights to divide them into good or bad. A very important role in the development of inclusive education in Ukraine plays society's attitude to children and people with special needs. Inclusive education must provide educational services for children with special needs, but also it must change the view of humanity in order to understand that they must care for the neighbors and help them, not vice versa.
The article examines the question of implementation of inclusive education in Ukraine; special attention is paid to the main causes, which hinder the further implementation of inclusive education. Inclusive education can become a very important direction in education, which will provide education, training, upbringing, and implement serious aim – socialization of the child, overcoming barriers of communication and interaction with peers and others. Such kind of education provides that teaching a child with special needs in comprehensive educational institution will have a positive impact both on children with disabilities and on healthy peers. Inclusive education is an opportunity for all pupils to study at schools; in secondary classes, where, if necessary, they will be supported in the educational process and with the redevelopment of schools, classes, programs and activities in order that all pupils, without exception, studied and spent time together. The purpose of this kind of education is to improve the learning environment, in which both teachers and pupils are open to diversity. It must be a guarantee in ensuring the needs of pupils, in respecting their abilities and opportunities to be successful. One of the major problems of inclusive education is the placement of the child to school and kindergarten. There are not very many such schools, which specialize in this kind of education. For example and for comparison we took 6 foreign countries (Italy, Germany, Britain, France, Austria and Portugal). We considered the development and specifics of using of inclusive education in schools of those countries. All the analyzed information shows that those countries which were listed before are in search for new methods and ways of implementing inclusive education, because they worried about the future of residents of their country. In Ukraine, the number of children with special needs is increasing every year. That’s why the use of new approaches in comprehensive schools, especially inclusive education, is significant. Children with disabilities are not a separate category of the population. They have the right to live and study, to be an educated person like others. Their differences don't give any rights to divide them into good or bad. A very important role in the development of inclusive education in Ukraine plays society's attitude to children and people with special needs. Inclusive education must provide educational services for children with special needs, but also it must change the view of humanity in order to understand that they must care for the neighbors and help them, not vice versa.
Опис
Ключові слова
інклюзивне навчання, інклюзивна освіта, загальноосвітній навчальний заклад, діти з особливими потребами, досвід, спеціальна освіта, допомога, навчальний процес, inclusive education, comprehensive education institution, children with special needs, experience, special education, help, learning process
Бібліографічний опис
Кайдалова, Г. П. Досвід зарубіжних країн у запровадженні інклюзивного навчання в Україні [Текст] / Г. П. Кайдалова // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2015. – № 6 (50). – С. 108–116.