Інклюзія в умовах дошкільної та початкової освіти

Abstract

У статті окреслено наявні тенденції щодо інклюзії сучасної освіти в дошкільному навчаль ному закладі та в початковій школі. Охарактеризовано основні виразні особливості інклюзивної дошкільної та початкової освіти. Окреслено різницю між інтеграцією дітей з особливими освіт німи потребами в освітній процес й інклюзивною освітою. Проаналізовано переваги дошкільної інклюзивної освіти. Визначено основні проблеми інклюзивної початкової освіти в Україні та запропоновано шляхи їх розв’язання. Проаналізовано вплив інклюзивної дошкільної освіти на результати навчання, виховання, розвиток і соціальну інтеграцію дітей.

When it comes to inclusive education, many things remain vague from a parent’s perspective. Es pecially when it comes to such varieties as preschool and primary education of an inclusive nature. In clusive preschool education involves joint education in the institution of preschool education of healthy children and children with special needs. This article highlights the answers to the questions that affect inclusive preschool education. The implementation of inclusive preschool education on the results of education and social integration of children is analyzed. The modern educator, therefore, must become a kind of universal, able to design and implement inclusive education for children with virtually any type of disorder. Thus, the inclusiveness of preschool and primary education significantly changes the working conditions of teachers, requires high intellectual and physical qualities, stress, ability to control their emotional state, which, in turn, exacerbates the issue of financing inclusive teaching. The world has long been aware of the high economic cost of inclusive preschool and primary education. The un resolved issue in our country is an important factor that creates negative attitudes of teachers towards the inclusive education of children with special needs. Not surprisingly, many educational institutions prefer to choose for children with disabilities in certain classes, involving them not in joint learning with peers, but in joint extracurricular activities. It should be noted in this regard that the association of children with special needs in a separate class or group does not solve the problem, because the teacher in these circumstances must implement various adapted educational programs. In addition, for the im plementation of various correctional courses in some cases you need a teacher, in others – a teacher of the deaf, in others – a teacher of the oligophrenic. And this determines the need to change the staffing of organizations, which does not always correspond to the real capabilities of the educational institution. Our point of view is confirmed by the results of a study of the risks of implementing inclusion in higher education, which shows that one of the significant risk factors in the expansion of inclusive practices is the lack of special professional skills of teachers. In our opinion, it is necessary to expand the inclusive training of students who receive pedagogical education in the field of preschool and primary education. It is worth noting once again that the lack of legal regulation of the number of children with various disabilities in an inclusive classroom, which, in the context of educational orientation on educational outcomes, sigoligophrenicantly complicates the teacher and can reduce the quality of education. The importance of solving these problems is determined by their fundamental importance for the success of the implementation of educational inclusion, and for overcoming the skeptical attitude to it of the teachers themselves, and parents, and society as a whole.