UDC: 376-056.2/.3+159.922.76 CURRENT PROBLEMS OF INTEGRATION IN THE EDUCATION OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN UKRAINE

DOI: https://doi.org/10.51706/2707-3076-2021-5-11

Abstract

The scientific analysis of the integration of children with special educational needs in education was carried out in the research. The purpose of the study is to examine the problematic issues of educational integration aimed at children with special educational needs. The methods of scientific research are theoretical analysis and systematization of information on foreign and domestic experience on the problem of studying the integration of individuals in preschool and general secondary education. The task of the study is theoretical analysis and systematization of information on foreign and domestic experience on the issue of studying the integration of children with special educational needs in general educational conditions; determination of forms of organization of integrated learning; substantiation of the state of modern inclusive education and opportunities for integration; disclosure of advantages and prospects of integration for children with special educational needs of general education. Problematic issues concerning the formation of integration in the educational space in foreign and domestic scientific sources have been studied; forms (models) of the organization of integrated training are described; the types of preschool institutions that are considered as basic components of preschool education have bben indicated (kindergarten - preschool institution, infant school – preschool institution, kindergarten of a combined type). The authors highlighted level of support in secondary schools, in accordance with the individual needs and capabilities of children with special educational needs, the issue of quality education is transferred to public authorities, local governments and educational institutions. The advantages of integration of children with disabilities in the system of general educational space is considered: it provides social and household adaptation, ensures the right to equal access to education, takes into account value interests, needs, individual, psychophysiological and intellectual capabilities, intensifies the formation of cognitive activity to educational activity, creates conditions for experiencing social interaction surrounded by peers wisth typical psychophysical development. provides development of moral and cultural values. Integrated education has promising mechanisms for improving the system of education and upbringing of children with special educational needs, which can complement the techniques of inclusive education.