Методологічні основи дослідження проблеми інклюзивної освіти дітей дошкільного віку
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Дата
2015
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Анотація
У статті схарактеризовано сучасний етап розвитку у практиці навчання і виховання результатів наукових досліджень, пов’язаних з упровадженням інклюзивної освіти дітей дошкільного віку. Обґрунтовано методологічні основи досліджуваної проблеми. Проаналізовано сутність понять «методологія», «інклюзія», «інтеграція». Окреслено провідні параметри педагогічної сутності інклюзивної освіти дошкільників. Визначено основні відмінності інклюзивної освіти від інтегрованої освіти.
In the article the modern stage of development in practice of training and education of research results related implementation of inclusive education of preschool children is characterized. The methodological bases of an investigated problem are grounded. The essence of the concepts of «methodology», «inclusion», «integration» is analyzed. The leading parameters of the pedagogical nature of the inclusive education of preschool children are outlined. The main differences of inclusive education from an integrated education are defined. The difference in the approaches is in the recognition of the need to change society to reflect and accommodate individual needs of children with mental and physical disabilities, and not their adaptation to its requirements. In author’s view, it will allow to evaluate and to comment on those issues in general, and to outline the prospects for further development of inclusive education in pre-school education in particular. It is stressed that methodological bases of inclusive education at preschool age are based on a multidisciplinary (medico-pedagogical and socio-psychological) approach in the organization of life of children. The trend in the convergence of pedagogical and medical assistance is in the strengthening of diagnostic activity of the teacher, realizing him/herself an assistant and advisor of the child. The author concludes that the methodology of inclusive education should be aimed at the transfer of theories, rules of education of persons with psychophysical disabilities concerning their healthy peers. Changes here occur at the level of attitudes, strategies of educational policy and cooperation in the team. Further consideration of approaches as methodological basis of our research will be aimed at analyzing the aspects that draw attention to the fact that as a result of timely correction and educational work children with different mental and physical disabilities are able to perceive and understand the world in which they live, however, requires the creation of appropriate correctional and developmental environment. In addition, the implementation of inclusive education will allow solving a number of problems of moral and ethical character, thereby contributing to the humanization of social relations.
In the article the modern stage of development in practice of training and education of research results related implementation of inclusive education of preschool children is characterized. The methodological bases of an investigated problem are grounded. The essence of the concepts of «methodology», «inclusion», «integration» is analyzed. The leading parameters of the pedagogical nature of the inclusive education of preschool children are outlined. The main differences of inclusive education from an integrated education are defined. The difference in the approaches is in the recognition of the need to change society to reflect and accommodate individual needs of children with mental and physical disabilities, and not their adaptation to its requirements. In author’s view, it will allow to evaluate and to comment on those issues in general, and to outline the prospects for further development of inclusive education in pre-school education in particular. It is stressed that methodological bases of inclusive education at preschool age are based on a multidisciplinary (medico-pedagogical and socio-psychological) approach in the organization of life of children. The trend in the convergence of pedagogical and medical assistance is in the strengthening of diagnostic activity of the teacher, realizing him/herself an assistant and advisor of the child. The author concludes that the methodology of inclusive education should be aimed at the transfer of theories, rules of education of persons with psychophysical disabilities concerning their healthy peers. Changes here occur at the level of attitudes, strategies of educational policy and cooperation in the team. Further consideration of approaches as methodological basis of our research will be aimed at analyzing the aspects that draw attention to the fact that as a result of timely correction and educational work children with different mental and physical disabilities are able to perceive and understand the world in which they live, however, requires the creation of appropriate correctional and developmental environment. In addition, the implementation of inclusive education will allow solving a number of problems of moral and ethical character, thereby contributing to the humanization of social relations.
Опис
Ключові слова
методологія, інклюзія, інклюзивна освіта, інтеграція, інтегрована освіта, methodology, inclusion, inclusive education, integration, integrated education
Бібліографічний опис
Кайдалова, Г. П. Методологічні основи дослідження проблеми інклюзивної освіти дітей дошкільного віку [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. 116–127.