Психологічні засади навчання школярів в інклюзивному освітньому середовищі
Ескіз недоступний
Дата
2024
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С.Макаренка
Анотація
Стаття розкриває важливість урахування інклюзивного підходу в освітньому процесі закладу загальної середньої освіти; окреслює інклюзію як освітню парадигму, що базується на світоглядних орієнтирах соціальної інклюзії та є складовою стратегії розвитку демократичного суспільства, оскільки спирається на доступність забезпечення якості навчання і виховання, рівноправність. У ній зазначено, що важливим у навчанні дітей з особливими освітніми потребами є урахування психологічних засад організації навчального процесу, зокрема психічного розвитку кожного школяра, що забезпечить повноцінний розвиток учнів і впливатиме на їхню адаптацію в соціальному середовищі.
The article reveals the importance of taking into account the inclusive approach in the educational process of the general secondary education institution; outlines inclusion as an educational paradigm based on worldview orientations of social inclusion and is a component of the development strategy of a democratic society, as it is based on the availability of ensuring the quality of education and upbringing, equality. It states that it is important in the education of children with special educational needs to take into account the psychological foundations of the organization of the educational process, in particular the mental development of each student, which will ensure the full development of students and affect their adaptation in the social environment. It is justified that during the educational activities of special children it is necessary to rely on the unique capabilities of each participant of the inclusive educational environment. The article provides information that the psycho‐emotional atmosphere within the learning group depends on the personality of the teacher and his flexible leadership style, an accessible learning environment is created, and the principles of favorable communication, partnership and cooperation are implemented. It also states that various strategies and methods of psychological assistance should be used in conducting educational activities in inclusive classes: diagnosis, counseling, training. It is noted that among the main psychological foundations in the educational process of children is interaction with parents, as they are the key partners of educators in the child's education. It is outlined the need to support schoolchildren in their efforts to perform various tasks independently, which will provide opportunities for stimulation and self‐development of the student. It was found that staying in comfortable conditions of a favorable social environment will help preserve the physical and emotional state of the schoolboy.
The article reveals the importance of taking into account the inclusive approach in the educational process of the general secondary education institution; outlines inclusion as an educational paradigm based on worldview orientations of social inclusion and is a component of the development strategy of a democratic society, as it is based on the availability of ensuring the quality of education and upbringing, equality. It states that it is important in the education of children with special educational needs to take into account the psychological foundations of the organization of the educational process, in particular the mental development of each student, which will ensure the full development of students and affect their adaptation in the social environment. It is justified that during the educational activities of special children it is necessary to rely on the unique capabilities of each participant of the inclusive educational environment. The article provides information that the psycho‐emotional atmosphere within the learning group depends on the personality of the teacher and his flexible leadership style, an accessible learning environment is created, and the principles of favorable communication, partnership and cooperation are implemented. It also states that various strategies and methods of psychological assistance should be used in conducting educational activities in inclusive classes: diagnosis, counseling, training. It is noted that among the main psychological foundations in the educational process of children is interaction with parents, as they are the key partners of educators in the child's education. It is outlined the need to support schoolchildren in their efforts to perform various tasks independently, which will provide opportunities for stimulation and self‐development of the student. It was found that staying in comfortable conditions of a favorable social environment will help preserve the physical and emotional state of the schoolboy.
Опис
Ключові слова
інклюзивне середовище, інклюзивний освітній простір, діти з особливими освітніми потребами, парадигма, психологічні засади, освітня система, аксіологія, стратегія розвитку, inclusive environment, inclusive educational space, children with special educational needs, paradigm, psychological foundations, educational system, axiology, development strategy
Бібліографічний опис
Щетина Т. Психологічні засади навчання школярів в інклюзивному освітньому середовищі [Текст] / Т. Щетина, О. Гашенко // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. А. Біда та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2024. – № 4 (138). – С. 45–54. – DOI: 10.24139/2312‐5993/2024.04/045‐054