The dissertation thoroughly and systematically investigates the pressing issue of individualization of the educational process in higher education institutions. A comprehensive analysis of philosophical, sociological, pedagogical, and psychological approaches has been conducted, focusing on studying the educational process for students with special needs.
An analysis of scientific sources dedicated to the study of individualization of the educational process has been carried out, allowing for the systematization of views on key concepts related to the identified problem. The main concepts for educational development, such as the "Concept of Inclusive Education Development" and the "Concept of Pedagogical Education Development," have been identified, emphasizing their orientation towards individualizing the educational process. Factors influencing the educational process, including age-specific characteristics of students, the application of a student-centered approach, and the preparation of students for future professional activities based on a competency-based approach, have been determined.
The essence of the educational process and its structure have been explored within the context of major scientific approaches: relativistic, objectivist, personality-oriented, and competency-based. The organization of the educational process in higher education institutions, involving the development and implementation of a curriculum for a specific training direction, has been discussed. This curriculum includes a schedule, a plan of the educational process, and an individual student learning plan, ensuring quality teaching for all students with special needs through the use of advanced technologies and continuous professional development for the teaching staff.
The study revealed a growing interest among students with special needs in Ukraine to enroll in higher education institutions due to the opportunity to receive quality education and develop professional skills in fields that allow for online work and the use of modern technologies for achieving professional success.
A deep analysis of the overall development of education in Ukraine identified a trend towards expanding inclusive education, which involves individualizing the educational process within the framework of the specified concepts and rules. The examined experience of implementing inclusion in the educational process abroad (United States, Canada, United Arab Emirates) served as a precedent for creating a domestic model.
The importance of having psychological and pedagogical support and internet support in higher education institutions for students with special needs was emphasized. Categories of students with special needs were identified, and the specifics of their information perception were characterized. Requirements for conducting educational sessions were established, and the concept of "individualization" was defined and specified in relation to the identified categorization.
The services provided by Ukrainian higher education institutions to students with special needs were analyzed. A lack of alignment between the information presented on the official websites of institutions and the educational needs of students was identified. To further study these issues, the structure of the constative stage of the research was justified and developed, and a research organization algorithm was created, which included three sub-stages: researching the relevance of using an individual approach in organizing the educational process for higher education students with special needs, studying the difficulties in mastering knowledge and the reasons for their occurrence, and identifying the levels of support for statements related to the use of educational process organization approaches. This allowed for making the obtained data more reliable.
As a result of the constative stage of the research, the main components of individualizing the educational process were identified: material-technical, educational, psychological, and student-related. The educational component includes organizing the learning process and the activities of teachers. The psychological component covers issues of adaptation, communication, solving personal problems, and job placement. The student-related component involves conducting work to improve student relations and the full inclusion of students with special needs in student life, as well as interaction within the student community. The material-technical component includes funding and technical equipment of premises to meet all the special needs of students. It was experimentally proven that these components should harmoniously combine in the context of organizing the educational process, which is a condition for the successful learning and development of each higher education student. The results of the impact of the experimental methodology on the state of individualization as a whole were analyzed.
