UDC 378:376(043.5) SYSTEMIC AND INSTITUTIONAL ACTIVITIES OF A HIGHER EDUCATIONAL ESTABLISHMENT TO IMPLEMENT NATIONAL PRIORITIES FOR STAFFING INCLUSIVE GENERAL EDUCATIONAL PRACTICE
DOI: https://doi.org/10.51706/2707-3076-2020-3-14
Abstract
The article specifies the directions in the systemic implementation of national priorities in the staffing
support for inclusive general educational practice as part of the training in the following specialties: “Special
education. Speech Therapy", "Primary Education", "Social Work", "Psychology", "Physical Therapy,
Occupational Therapy". Such training is accomplished through the use of innovative methods and
technologies in the educational process, implementation of a comprehensive interdisciplinary approach to
training, ensuring their readiness to work on diversified projects in interdisciplinary teams, to provide
individualized assistance for each child with special educational needs in order to intensify his/her social and
communicative development, relevant acquisition of social roles and socially significant communicative norms.
The study considers the importance of professional practice so that future specialists could learn all the
aspects related to the implementation of structural-functional model of inclusive education at the systeminstitutional level and gain relevant experience in working with different categories of children with special
educational needs. Based on the example of secondary boarding school of I-III degrees of Khortytsia National
Academy, the importance for the practice base of future specialists was established to comply with the
following organizational and methodological requirements: successful provision of variatization and
individualization of inclusive educational process taking into account the capabilities of students with special
educational needs; strengthening the socialization potential of the educational institution; implementation of a
team approach to psychological and pedagogical support of children with special educational needs;
promoting positive psychological microclimate in inclusive children's groups, active self-realization of each
student in socially significant activities
