Створення інноваційного інклюзивного освітнього простору в межах реалізації соціального проекту
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Дата
2019
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Назва журналу
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Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті визначена основна мета створення інноваційного інклюзивного освітнього простору в закладах загальної середньої освіти в межах реалізації основних положень районного соціального проекту «Без меж». Адже реінтеграція дитини з особливими освітніми потребами в загальний простір усе більше визначаються як незаперечна користь для суспільства. Створений освітній простір у межах соціального проекту інклюзивної освіти «Без меж» сприяю розвитку індивідуальних здібностей «особливих» дітей та їх самореалізації, готую дитину до життя в соціумі, зосереджений на впровадження особистісно орієнтованого, компетентнісного підходу до навчання та виховання, формую толерантне ставлення до «особливих» дітей усіх учасників освітнього процесу.
The article defines the main purpose of creation of innovative inclusive educational space in institutions of general secondary education within the framework of realization of the basic principles of the regional social project “Without borders”. After all, reintegration of a child with special educational needs into the general space is increasingly defined as an indisputable benefit to society. The created educational space within the social project of inclusive education “Without borders” supports development of individual abilities of the “special” children and their self-realization, prepares the child for life in society, focuses on implementation of a person- oriented, competence approach to education and upbringing and forms a tolerant attitude to the “special” children of all participants of the educational process. The concept of inclusive education reflects one of the main ideas - all children are valuable and active members of society. Inclusive education involves creation of an educational environment that meets the needs and capabilities of each child, regardless of the peculiarities of his psycho-physical development. All people are different, and they are different from others. Modern society should be ready for everything. And we must start with children as the most open and able-to-dialogue part of society. Today institutions of general secondary education should be open to all children, regardless of their physical intellectual, social, emotional, and other peculiarities of language, because every child has the right to a full life in conditions that ensure his dignity, promote self-confidence development, and also provide the right to special care, access to quality education, active social and cultural life. The processes of reintegration of children with special educational needs at the education institution will become widespread and successful. We see that our achievements during implementation of the regional social project “Without borders”, development of lessons, educational events, conferences, teaching materials, recommendations of speech therapists, psychologists will be the material of the manual for pedagogical workers entitled “Inclusive education - space without borders”.
The article defines the main purpose of creation of innovative inclusive educational space in institutions of general secondary education within the framework of realization of the basic principles of the regional social project “Without borders”. After all, reintegration of a child with special educational needs into the general space is increasingly defined as an indisputable benefit to society. The created educational space within the social project of inclusive education “Without borders” supports development of individual abilities of the “special” children and their self-realization, prepares the child for life in society, focuses on implementation of a person- oriented, competence approach to education and upbringing and forms a tolerant attitude to the “special” children of all participants of the educational process. The concept of inclusive education reflects one of the main ideas - all children are valuable and active members of society. Inclusive education involves creation of an educational environment that meets the needs and capabilities of each child, regardless of the peculiarities of his psycho-physical development. All people are different, and they are different from others. Modern society should be ready for everything. And we must start with children as the most open and able-to-dialogue part of society. Today institutions of general secondary education should be open to all children, regardless of their physical intellectual, social, emotional, and other peculiarities of language, because every child has the right to a full life in conditions that ensure his dignity, promote self-confidence development, and also provide the right to special care, access to quality education, active social and cultural life. The processes of reintegration of children with special educational needs at the education institution will become widespread and successful. We see that our achievements during implementation of the regional social project “Without borders”, development of lessons, educational events, conferences, teaching materials, recommendations of speech therapists, psychologists will be the material of the manual for pedagogical workers entitled “Inclusive education - space without borders”.
Опис
Ключові слова
інклюзивне освітню середовище, особи з особливими потребами, освітнє середовище, загальна середня освіта, толерантність, інклюзивна освіта, соціальний проект «Без меж», inclusive educational environment, people with special needs, educational environment, general secondary education, tolerance, inclusive education, social project “Without borders”
Бібліографічний опис
Скрипка, К. Створення інноваційного інклюзивного освітнього простору в межах реалізації соціального проекту [Текст] / К. Скрипка // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. Є. Антонова та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2019. – № 4 (88). – С. 329–339.