- №5-6, 2015
- Bobrytska V.
- Briukhanova G.
- Dyba T.
- Hryshchuk Y.
- Saprunova O.
- Nahrybelna I.
- Dyka N.
- Donets M.
- Red’ko S., Panchenko A.
- Nidziyeva V.
- Protsenko O.
- Gnilusha N., Gnilusha S.
- Kozyr М.
- Shcherbyna O.
- Kovalchuk I.
- Protska S.
- KulbashnaYa.
- Volkova N.
- Beseda N.
- Lutsenko O.
- Petrenko N.
- Zagorodnya A.
- Litvin L.
- Ponomarenko N.
- Lysenko O.
- All Pages
Bobrytska V.I. CURRENT ISSUES OF INCLUSIVE EDUCATION IN UKRAINE
Bobrytska V. Professor of Education Policy Department of the Institute of Politology and Law of National Pedagogical Dragomanov University, Kyiv, Ukraine.Doctor of Pedagogy. Professor.
Abstract
Having generalised information sources on inclusive education in Ukraine and empirical research data, the article singles out the urgent problems that need resolution and comprehension as current demands of society are taken into account. One of those issues, which is complex, identified by the author is: harmonization of international and national legislation on inclusive education, development of effective mechanisms for implementation of legislative initiatives as a basis for the successful implementation of the national education policy in the sphere of education of children with psychophysical disorders. The suggested article highlights normative-legal basis for realization the goals of education of individuals with special needs at the current stage: there are listed the basic laws of Ukraine, creating a legislative framework for resolving the issues of inclusive education, presented the main international documents regulating the mentioned area issues. An important problem in the field of study which has been defined by the author is preparatory training for putting into practice the urgent tasks of inclusive education. The article reveals the difference in the implementation of inclusive education and an integrated training in educational institutions in Ukraine. The characterization of the complexity of problems challenging the teachers and school staff in inclusive education has been provided on the basis of empirical research conducted at the National Pedagogical University named after M. P. Drahomanova (2013 – 2014 years). The author has proved that the education of children with special needs is not limited to diagnostic and advisory or/and correctional and rehabilitation services, it is important to involve all teachers of educational institutions into work with those children, to make it possible for the teaching personnel to receive appropriate training.
Keywords: inclusive education; integrated education; education of children with special needs; state personnel policy; training teachers to work in inclusive education environment.
References
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