Освіта старшокласників із інвалідністю: досвід скандинавських країн
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Дата
2018
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СумДПУ імені А. С. Макаренка
Анотація
Метою публікації є вивчення досвіду освіти старшокласників із інвалідністю у скандинавських країнах. У ході дослідження було використано методи аналізу наукової літератури та безпосереднього спостереження за освітнім процесом в Україні. Результатами дослідження є проведений аналіз вимог міжнародної освітньо-нормативної документації освіти осіб із інвалідністю й опис моделей інклюзивної та спеціальної освіти, що практикуються у скандинавських країнах. Практичним значенням дослідження є можливість використання європейського досвіду в ході розбудови вітчизняної моделі інклюзивної освіти. Перспективою подальших досліджень є розробка моделі освіти старшокласників із інвалідністю в Україні.
The article is aimed at exploring the experience of the Scandinavian countries concerning SEN education at the senior stage. The results of the research have been obtained by applying the methods of literary sources analysis and of immediate observation. The term “disability” is interpreted by WHO as “an umbrella term, covering impairments, activity limitations, and participation restrictions”. According to Article 1 of the Convention on the Rights of Persons with Disability (the Ukrainian edition) the persons with disability are those with persistent physical, psychic, intellectual or sensory impairments whose complete participation in social life is restricted by their interaction with different barriers. In its turn in the Salamanca Statement and Framework for Action on Special Needs Education the term “special educational needs” is referred to as “all those children and youth whose needs arise from disabilities or learning difficulties”. The term “children with special needs” is understood in the document not only as children with disabilities but also as gifted, street and working ones, children from remote or nomadic populations, children from linguistic, ethnic or cultural minorities and children from other disadvantaged or marginalized areas or groups. In the same time in the Law of Ukraine “On Education” the term “a person with special educational needs” is defined narrower – as one who requires constant or temporary additional support in the educational process to ensure his or her right for education”. According to the materials of international declarations and human rights documents the steps meant to ensure SEN pupils’ right for education include: the transition from the Medical to the Social disability model, inclusion implementation, empowering the participation of SEN pupils in social life, using technologies that help SEN pupils overcome barriers and teachers professional education. As it has been found out both Iceland and Norway are among the European leaders of implementing inclusion into secondary education (respectively 94 % and 90 % of SEN pupils are enrolled into mainstream schools). The models of instruction practiced in the Scandinavian countries are: a SEN pupil studies in a mainstream class but with a possibility to get extra instruction and support in several subjects by a mainstream class teacher or by a special education teacher or in a special school; a SEN pupil is taught in a special class or in a special group for a shorter or longer period of time.
The article is aimed at exploring the experience of the Scandinavian countries concerning SEN education at the senior stage. The results of the research have been obtained by applying the methods of literary sources analysis and of immediate observation. The term “disability” is interpreted by WHO as “an umbrella term, covering impairments, activity limitations, and participation restrictions”. According to Article 1 of the Convention on the Rights of Persons with Disability (the Ukrainian edition) the persons with disability are those with persistent physical, psychic, intellectual or sensory impairments whose complete participation in social life is restricted by their interaction with different barriers. In its turn in the Salamanca Statement and Framework for Action on Special Needs Education the term “special educational needs” is referred to as “all those children and youth whose needs arise from disabilities or learning difficulties”. The term “children with special needs” is understood in the document not only as children with disabilities but also as gifted, street and working ones, children from remote or nomadic populations, children from linguistic, ethnic or cultural minorities and children from other disadvantaged or marginalized areas or groups. In the same time in the Law of Ukraine “On Education” the term “a person with special educational needs” is defined narrower – as one who requires constant or temporary additional support in the educational process to ensure his or her right for education”. According to the materials of international declarations and human rights documents the steps meant to ensure SEN pupils’ right for education include: the transition from the Medical to the Social disability model, inclusion implementation, empowering the participation of SEN pupils in social life, using technologies that help SEN pupils overcome barriers and teachers professional education. As it has been found out both Iceland and Norway are among the European leaders of implementing inclusion into secondary education (respectively 94 % and 90 % of SEN pupils are enrolled into mainstream schools). The models of instruction practiced in the Scandinavian countries are: a SEN pupil studies in a mainstream class but with a possibility to get extra instruction and support in several subjects by a mainstream class teacher or by a special education teacher or in a special school; a SEN pupil is taught in a special class or in a special group for a shorter or longer period of time.
Опис
Ключові слова
старшокласники, учні з особливими освітніми потребами, інклюзивна освіта, спеціальна освіта, скандинавські країни, досвід, senior learners, SEN pupils, inclusive education, special education, Scandinavian countries, experience
Бібліографічний опис
Щерба, Н. Освіта старшокласників із інвалідністю: досвід скандинавських країн [Текст] / Н. Щерба // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний педагогічний університет імені А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. Є. Антонова та ін.]. – Суми : СумДПУ імені А. С. Макаренка, 2018. – № 6 (80). – С. 56–68.