The Formation Of Inclusive Education In The Context Of The Modernization Of Secondary Schools In Contemporary Ukraine

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dc.contributor.authorMakhinko, A.
dc.date.accessioned2022-02-08T09:10:45Z
dc.date.available2022-02-08T09:10:45Z
dc.date.issued2019
dc.description.abstractenThe article highlights the process of the formation of an inclusive form of education in the Ukrainian educational system. This trend is aimed at the practical implementation of the right of people with psychophysical restrictions on access to education. At the same time, emphasis is placed on inclusive education for early adaptation to society. The domestic sphere of education has not previously used this form of education, since a network of special general education schools for children with disabilities was provided by the state. The problem of inclusive education has traditionally been a focus of interest for teachers, since they form a conceptual framework and methods of implementing this form of training. This article is one of the first works on the study of the formation of the domestic inclusive education in the historical aspect. General scientific and special research methods were used in the work on the material: a specifically search, chronological, formally legal and statistical. Thus, as a result of an analysis of the legal framework and factual material, it has been established that the introduction of an inclusive form of education is associated with ensuring the rights of persons with disabilities guaranteed by the relevant Convention ratified by the Parliament of Ukraine. The accumulated legislative base regulates in general the main theoretical and organizational issues of inclusive education. The dynamics of increasing the number of inclusive classes in secondary schools is stable. However, along with the positive trends, the problems remain that will be solved already in the process of the development of an inclusion. The improvement of the mechanism for the implementation of the laws, the accessibility of the learning environment for children with disabilities, the formation of an appropriate educational and methodological base remains relevant. In general, the inclusive form of education has a sustainable perspective.uk
dc.description.abstractukУ статті висвітлюються становлення інклюзивної форми освіти, динаміка зміни кількості інклюзивних класів у загальноосвітніх закладах, аналізуються нормативно-правова база та проблеми, що виникають у ході впровадження інклюзивного навчання до вітчизняної системи освіти.uk
dc.format.pagerangeС. 231-238uk
dc.identifier.citationMakhinko, A. The Formation Of Inclusive Education In The Context Of The Modernization Of Secondary Schools In Contemporary Ukraine / A. Makhinko // Сторінки історії : збірник наукових праць. – 2019. – Вип. 48. – С. 231-238.uk
dc.identifier.doihttps://doi.org/10.20535/2307-5244.48.2019.176395
dc.identifier.urihttps://ela.kpi.ua/handle/123456789/46220
dc.language.isoenuk
dc.publisherКПІ ім. Ігоря Сікорськогоuk
dc.publisher.placeКиївuk
dc.sourceСторінки історії : збірник наукових праць, Вип. 48uk
dc.subjectinclusionuk
dc.subjectinclusive educationuk
dc.subjectintegrationuk
dc.subjectchildren with special needs, inclusive classuk
dc.subjectinclusive classuk
dc.subjectінклюзіяuk
dc.subjectінклюзивна освітаuk
dc.subjectінтеграціяuk
dc.subjectдіти з особливими потребамиuk
dc.subjectінклюзивний класuk
dc.subject.udc94(470):376-056.26uk
dc.titleThe Formation Of Inclusive Education In The Context Of The Modernization Of Secondary Schools In Contemporary Ukraineuk
dc.typeArticleuk

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Сторінки історії: збірник наукових праць, Вип. 48