Sadova I. Trends in the development of inclusion in general secondary educational institutions of Ukraine

The thesis represents the first systematic analysis of trends in the development of inclusion in general secondary educational institutions of Ukraine in certain social and economic conditions. The problem of inclusive education is considered in the context of researches carried out by Ukrainian and foreign representatives of pedagogical science. The conceptual bases, the purpose and tasks of inclusive education are specified, the leading concepts and categories are formulated. The interpretations of the socio-pedagogical phenomenon of «inclusive education» are generalized taking into account various aspects of organization and functioning of the inclusive educational process. A comprehensive analysis of scientific sources contributed to formulating the author's approach to the interpretation of inclusive education, which is considered in three aspects: firstly, as a socio-pedagogical phenomenon that reflects one of the primary features of a democratic society – fully conscious humanistic acceptance of all children without distinction, despite diverse manifestations of their outer and inner world and taking into account a unique value of each individual; secondly, as a process based on the fundamental right of children to receive education at the place of residence due to eliminating any form of restriction; thirdly, as a result of acquiring an appropriate amount of knowledge, skills and competencies by persons with special educational needs, their socialization and active social life. The leading trends in the development of educational inclusion are identified and differentiated by levels: a) at the philosophical and theoretical level – these are trends in traditional-mental and historical-cultural continuity and socio-economic conditionality of educational inclusion; b) at the general scientific level – consistency and modernization of educational inclusion; ensured scientific inter-disciplinary links, comprehensive development of inclusive education and the system of professional training of teachers for its organization and implementation; c) at the specific scientific level – trends in improving the quality and effectiveness of educational inclusion; openness of inclusive educational space to socio-economic influences and challenges; application of advanced technologies of inclusive education; d) at the procedural level – testing of a wide range of educational programs for general secondary educational institutions and vocational training programs for pedagogical higher educational institutions; accumulation of national and foreign experience of inclusive education in teacher training; integration into international projects and educational inclusion programs. The historical and theoretical determinants of the origin, formation and development of inclusive education in Ukraine and abroad are studied. Regulatory and legal documents for educational inclusion are analyzed, and proposals for their upgrading are made; preconditions of a modern complex approach to the problems of inclusive education and their reflection in pedagogical theory and practice are singled out. Organizational and methodological principles of educational inclusion in national general secondary educational institutions are described. Crucial pedagogical conditions for an effective organization of inclusive educational environment are determined such as creation of inclusive learning spaces; organization of the system of psychological and pedagogical support of a child with special educational needs; advanced training of teachers in inclusive education; goal-oriented work with the family; formation of a tolerant attitude towards children with special educational needs. The main technologies of inclusive education are characterized: 1) individualization of teaching children with special needs; 2) differentiated teaching; 3) correction of difficulties in learning and behavior of persons with special educational needs; 4) aimed at developing social and emotional competencies of students; 5) technologies of pedagogical assessment of learning outcomes in the inclusive approach. The structure and content of training teachers for the organization and implementation of inclusive education are analyzed, the model of a system of forming educators’ readiness to work in the conditions of educational inclusion in general secondary educational institutions is elaborated, efficiency and prospects of introducing the components of this model in educational practices of pedagogical higher educational institutions are elucidated, barriers to the introduction of educational inclusion are characterized and the main directions of its development in Ukraine are highlighted.