COMPREHENSIVE INTERACTION BETWEEN IRCS, EDUCATIONAL INSTITUTIONS AND FAMILIES IN ENSURING INCLUSIVE EDUCATION FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

Abstract

The article examines the organization of inclusive education for children with special educational needs in Ukraine through the prism of interaction between inclusive resource centers, educational institutions, and families. The relevance of the study is due to the need to create a holistic educational and rehabilitation space that ensures the harmonious development of the child, his socialization and successful integration into society. The role of inclusive resource centers as a key link in providing psychological and pedagogical support is outlined, namely: conducting a comprehensive psychological and pedagogical assessment of child development and providing correctional and developmental services. The principles and tasks of inclusive resource centers are considered. It is emphasized that the IRC is a key link in the inclusive education system, which ensures: comprehensiveness and continuity of psychological and pedagogical support; coordination between state education management bodies and practice at the community level; individualization of the educational process for children with special educational needs; integration of resources for comprehensive support of children and families. The specific functions and tasks of IRC specialists (consultants) are disclosed, through which the interaction of inclusive resource centers with educational institutions is implemented, ensuring the practical implementation of common tasks and support for all participants in the educational process. The study highlights the forms of organizing joint work with parents of children with special educational needs. It was determined that effective interaction is based on the principles of person-oriented, humane-personal and comprehensive support of the child in an inclusive environment. It is substantiated that effective inclusion is formed through the synergy of all participants in the educational process, which allows for the implementation of individual educational trajectories, promotes the social development of children, and forms a positive inclusive culture in educational institutions. It was concluded that the comprehensive interaction of IRCs, educational institutions, and families is a necessary condition for ensuring high-quality inclusive education, contributes to increasing the efficiency of the educational process, the development of children's key competencies, and their successful socialization.