CURRENT ISSUES OF INCLUSIVE EDUCATION

Abstract

The article reveals the trends in the development of inclusive education in Ukraine in the context of reforming the education system and identifies key areas for improving the organization of education for children with special educational needs. It formulates a modern understanding of inclusive education as a holistic system of interaction aimed at creating an educational environment in which the student / pupil should be heard, accepted and involved in joint activities. The quality of interaction between all participants in the educational process determines the effectiveness of the implementation of inclusive policy. The specifics of the organization of inclusive education in secondary education institutions in accordance with the updated Procedure are revealed; individual approaches are analyzed. The features of the organization of the educational process in special classes of secondary education institutions are highlighted, attention is focused on the need to combine the educational, correctional and developmental and character-building components of the educational program. It is noted that higher education institutions, in the process of training future specialists in special education, need to keep in mind the changes in the regulatory framework, form the components of professional competence in accordance with modern changes. This will be facilitated by innovative types of lectures with the inclusion of information minutes, practical classes with the introduction of interactive teaching methods, and students’ own research on the problem. A practical and interactive model of cooperation between a subject teacher and a teacher’s assistant in grades 5–9 of general secondary education institutions is proposed. The role of the subject teacher in determining the content, objectives, methods, tools, and expected learning outcomes is substantiated. The functions of the teacher’s assistant regarding the adaptation of learning materials, the organization of individual and group work, and the provision of support for students with special educational needs are clarified. It is established that the effectiveness of the proposed model is ensured through the use of interactive teaching methods, intellectually stimulating educational games, project-based activities, and work in small groups and pairs, all of which foster the development of students’ cognitive engagement and communication skills.