Organization of the inclusive education of children with special needs in Ukraine: modern accentuations
DOI:
https://doi.org/10.38014/ehs-ss.2020.1.11Keywords:
inclusion, inclusive education, inclusive learning, children with special educational needs, pre-school educational establishments, comprehensive secondary education institutions, inclusive groups and classes at comprehensive secondary schoolsAbstract
The article highlights topical and top-priority issues of inclusive education implementation in Ukraine. Pedagogical inclusion is regarded as an educational paradigm based on the principles of equality, accessibility, and the guarantee of high-quality education for all, which is a fundamental imperative of its effective functioning, and one of the most beneficial forms of education for the children with special needs. The study analyzes the definitions of the basic categories of the issue and the legal basis for ensuring the organization of the inclusive educational environment. The emphasis is laid on the organizational aspects of inclusive education implementation in the institutions of pre-school and general secondary education.
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