Nakonechna L. Formation and development of inclusive education in Canada and Ukraine

The comparative analysis of the formation of inclusive education in Canada and Ukraine presented in this thesis paper demonstrated that the change of the educational paradigm was gradual and evolutional and followed social and worldview transformations brought about by political, economic and social changes in each country. The review of social and cultural dynamics of changes in the political, economic and social areas in Canada and Ukraine indicates that the education model for children with special educational needs (SEN) is clearly dependent on societal perceptions of them. Based on a retrospective overview of changes in the organization of education for children with psycho-physical disorders in Ukraine and Canada over time, the thesis research outlines general patterns in the unfolding of education systems for this group of students and examines the specific features of the emergence and implementation of conceptual ideas of integration in unique social and cultural context of each country. The scientific novelty of the results obtained of the dissertation research is that: for the first time: – a systematic comparative analysis of inclusive education in Canada and Ukraine was carried out; the objects for comparison were the significant stages of implementing an inclusive paradigm in the educational system, the main concepts and approaches of inclusive education, technologies of inclusive education and support; – the peculiarities of the genesis and implementation of the fundamental concepts and approaches of inclusive education in Canada and Ukraine, as well as the specifics of their interpretations in international and national science and practice, are substantiated; – common and specific in organizing inclusive education, using technologies in the process of education and support of children with disabilities in the educational systems of Canada and Ukraine are characterized; – updated and verified directions for improving the development of inclusive education in Ukraine using positive international experience; deepened and clarified: – interpretation of various concepts of inclusive education; – data on the variability of models of inclusive education, using technologies in the process of education and support of children with special educational needs; further developed: – the service concept of inclusive education that is implemented on the territory of Ukraine; – theoretical and methodical approaches to technologies of inclusive education and support. The practical significance of the research results is: - substantiation of recommendations regarding the improvement of the normative field of inclusive education as well as educational and methodological support of inclusive education; - development of methodological recommendations for improving the system of training and upgrading the qualifications of pedagogical personnel for effective professional activity in the conditions of inclusive education. The materials of the dissertation research can be used in training teaching staff and trainees of professional development courses, in conducting further pedagogical research and developing teaching and methodical materials, individual courses, etc. Key words: inclusion, inclusive education, comparative analysis, inclusive teaching and learning, children with special educational needs, inclusive education paradigm, institutionalization.