Інклюзивні тенденції сучасної спеціальної освіти в дошкільному навчальному закладі

Abstract

У статті представлено дані, що ілюструють основні параметри професійної та психологічної готовності вчителів до включення «особливої» дитини в загальноосвітній процес. Описуються основні

професійні труднощі педагога, пов’язані з емоційним прийняттям і знаннями специфіки розвитку дітей з особ- ливими освітніми потребами..Inclusive education, which intensively enters the modern educational practice, faces a lot of complex issues and new challenges. Foreign practice of inclusion in education has rich experience and legislative strengthening, while

Ukrainian experience is only at the stage of its formation and development. The researches confirm that effective teach- ing and education of children with different special needs is possible only by creating special conditions, favourable for

the correction, compensation and improvement of their physical and mental capabilities for future employment and in- dependent living. Inclusion covers deep social processes of educational institution: special moral, financial, pedagogical

environment is created, which is adapted to the educational needs of every child. Such environment can be created only in close cooperation with parents in a cohesive team between all participants of the educational process. Only people willing to change with the child and for the child’s sake have to work in such a kind of the environment. The principle

of inclusive education is that diversity of needs of pupils with disabilities must meet the learning environment that lim- its the least and includes the most. This principle means that all children should be involved into the educational and

social life in their community. The task of an educational establishment of the inclusive type is to build the educational system, which would satisfy the needs of everyone, provide support that allows students be successful, feel secure and

expedient. The issue of teaching children with special educational needs becomes especially relevant nowadays. Inclu- sive education is accessible for children with developmental disorders, because all children have the right to the equal

access to high-quality education and training.