Основні моделі організації інклюзивної освіти в умовах загальноосвітньої школи (початок XXI ст.)
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Дата
2020
Автори
Назва журналу
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Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
Стаття присвячена дослідженню проблеми організації інклюзивної освіти в умовах загальноосвітньої школи. Обґрунтовано актуальність дослідження на основі виконаного аналізу науково-педагогічної літератури з проблеми дослідження. На основі використання комплексу дослідницьких методів охарактеризовано специфіку застосування тривимірної моделі для розвитку системи навчання дітей із особливими освітніми потребами з метою ефективного залучення до освітнього середовища. Представлено варіанти інклюзивної освіти як теоретичну конструкція у процесі її концептуалізації, проектування та імплементації у вітчизняну систему освіти загалом та освітній процес закладів загальної середньої освіти зокрема.
Introduction of inclusive education in Ukraine presupposes, first, a change in the attitude towards people with special needs, their integration into the social space, while guaranteeing protection of their rights and comprehensive support. In this perspective, such directions in changing the educational paradigm as the provision of quality education and preparation for life in modern society of children with special educational needs are becoming substantial. After analyzing a significant amount of literature on this issue, the peculiarities of the organization of education of children with special educational needs in the general school abroad and in Ukraine were revealed. The aim of the article is to describe the main models of education of children with special educational needs in general education school. In the study the following research methods are used: general scientific (analysis, synthesis, deduction, induction, comparison, classification, generalization), which allow to argue and justify the choice of a model of teaching students with special needs in a secondary school; search and bibliographic for systematization of research sources; historiographical-interpretative for studying the state of the problem under research, comprehension of conceptual approaches to its solution and its categorical-conceptual apparatus; comparative – for the study of foreign experience of teaching students with special needs in the system of general schooling, identifying global trends in this area. Modern research in the field of pedagogy, psychology, correctional education, medicine confirms the existence of three main models of inclusive education in world practice, and in Ukraine in particular. Application of a three-dimensional model for the development of the education system for children with special educational needs will allow their effective inclusion into the educational environment, and subsequently in active social life. For the successful development of inclusive education at the state level, there must be a clear understanding of the development vector and the key principles of its construction and functioning. The options of inclusive education presented in the study are the initial theoretical construction in the process of its conceptualization, design, and implementation in the domestic education system in general and the educational process of secondary education. The inclusion of children with mental and physical disabilities in the mass education system at school age can have a significant impact on their development to increase the level of speech and communication skills, intellectual level, enriching the experience of social and educational interaction with peers. However, the level and intensity of this impact in different models are diverse. The choice of the optimal inclusion option for each child should be based on its individual characteristics, needs and potential. In turn, the possibilities for choosing the optimal model depend on the social and educational policy of the state, socio-economic conditions, the level of development of democratic processes and humanistic ideas in society.
Introduction of inclusive education in Ukraine presupposes, first, a change in the attitude towards people with special needs, their integration into the social space, while guaranteeing protection of their rights and comprehensive support. In this perspective, such directions in changing the educational paradigm as the provision of quality education and preparation for life in modern society of children with special educational needs are becoming substantial. After analyzing a significant amount of literature on this issue, the peculiarities of the organization of education of children with special educational needs in the general school abroad and in Ukraine were revealed. The aim of the article is to describe the main models of education of children with special educational needs in general education school. In the study the following research methods are used: general scientific (analysis, synthesis, deduction, induction, comparison, classification, generalization), which allow to argue and justify the choice of a model of teaching students with special needs in a secondary school; search and bibliographic for systematization of research sources; historiographical-interpretative for studying the state of the problem under research, comprehension of conceptual approaches to its solution and its categorical-conceptual apparatus; comparative – for the study of foreign experience of teaching students with special needs in the system of general schooling, identifying global trends in this area. Modern research in the field of pedagogy, psychology, correctional education, medicine confirms the existence of three main models of inclusive education in world practice, and in Ukraine in particular. Application of a three-dimensional model for the development of the education system for children with special educational needs will allow their effective inclusion into the educational environment, and subsequently in active social life. For the successful development of inclusive education at the state level, there must be a clear understanding of the development vector and the key principles of its construction and functioning. The options of inclusive education presented in the study are the initial theoretical construction in the process of its conceptualization, design, and implementation in the domestic education system in general and the educational process of secondary education. The inclusion of children with mental and physical disabilities in the mass education system at school age can have a significant impact on their development to increase the level of speech and communication skills, intellectual level, enriching the experience of social and educational interaction with peers. However, the level and intensity of this impact in different models are diverse. The choice of the optimal inclusion option for each child should be based on its individual characteristics, needs and potential. In turn, the possibilities for choosing the optimal model depend on the social and educational policy of the state, socio-economic conditions, the level of development of democratic processes and humanistic ideas in society.
Опис
Ключові слова
діти з особливими освітніми потребами, інклюзивна освіта, модель інклюзивного навчання, загальноосвітня школа, повна інклюзія, часткова інклюзія, тимчасова інклюзія, інклюзивний клас, children with special educational needs, inclusive education, model of inclusive education, secondary school, full inclusion, partial inclusion, temporary inclusion, inclusive class
Бібліографічний опис
Козіброда, Л. Основні моделі організації інклюзивної освіти в умовах загальноосвітньої школи (початок XXI ст.) [Текст] / Л. Козіброда // 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, 2020. – № 8 (102). – С. 15–27. – DOI: 10.24139/2312-5993/2020.08/015-027.