УДК 376.011.3-051 КООРДИНАТОР ІНКЛЮЗИВНОГО НАВЧАННЯ ЯК ВИКЛИК ДЛЯ УКРАЇНСЬКОЇ ОСВІТНЬОЇ СИСТЕМИ
DOI: https://doi.org/10.51706/2707-3076-2023-8-7
Ключові слова:
координатор з питань особливих освітніх потреб, інклюзивне навчання, команда супроводу, особливі освітні потреби, вчитель спеціальної освіти
Анотація
Освіта дітей з особливими освітніми потребами в Україні продовжує знаходити нелегкі шляхи реалізації в умовах дефіциту різних груп забезпечення інклюзивного навчання, серед яких однією з найбільш невідповідних є кадрове забезпечення. Досі серед посад, наявних в українських закладах освіти, немає жодної, серед посадових обов’язків якої є компетентна опіка питаннями впровадження інклюзивного навчання. Натомість, у закладах освіти США наявні відразу декілька таких посад: вчитель спеціальної освіти (SEN-teacher), кейс-менеджер та ін.; також є посада, назва якої пов’язана з координаційно-управлінською діяльністю – адміністратор спеціальної освіти (Administration of Special Education) та, безпосередньо, координаційною діяльністю – координатор з питань особливих освітніх потреб (SENCO). Посада координатора з питань особливих освітніх потреб (SENCO) також введена у закладах освіти Великої Британії, Швеції, Чеської республіки та інших країн.
У науково-оглядовій статті здійснено узагальнення головних напрямів діяльності такого координатора за професійним профілем та зроблено припущення щодо можливого виконання координаційної ролі учасниками команди супроводу дітей з ООП в українських закладах освіти.
Посилання
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Cole, B. A. (2005). Mission impossible? Special educational needs, inclusion and the re‐conceptualization of the role of the SENCO in England and Wales. European Journal of Special Needs Education, 20(3), 287–307 (eng)..
Dmytriieva, I. V. (2016). Team interaction of specialists in the process of individual support of a child in inclusive education. Topical Issues of Correctional Education, Issue 7, 90–98 (ukr).
Haiash, O. V. (2021). Features of the implementation of inclusive education in preschool education institutions. Social and educational inclusion: history, modernity, prospects for development: a collective monograph in 2 parts. Part 1: Institutional and personal aspects of implementation in Ukraine : Technodruk, 32–45 (ukr).
Ho, F. C. (2022). Collaborative Mode of Professional Development for Teachers of Students with Autism Spectrum Disorder. In Promoting Collaborative Learning Cultures to Help Teachers Support Students with Autism Spectrum Disorder ). Singapore: Springer Nature Singapore, 211–224 (eng).
Landmark, L. J. & Zhang, D. (2019). Self-determination at a career and technical school: Observations of IEP meetings. Advances in Neurodevelopmental Disorders, 3. 152–160 (eng).
Martynchuk, O.V. & Skrypnyk, T.V. (2020). The need to conceptualize the concepts of inclusive education in Ukraine as a challenge of the present. Topical Issues of Correctional Education (Pedagogical Sciences): a collection of scientific papers, No. 16 (Volume 1), 186–197 (ukr).
Miakushko, O. (2020). Psychological and pedagogical support of education of children with complex disorders: a view from the point of view of their development management. Education of Persons with Special Needs: Ways of Development, Issue 17, 159–180 (ukr).
Olefir, N. (2019). Features of inclusive education of children with special educational needs in preschool education institutions. New Pedagogical Thought, № 2 (98), 143–146 (ukr).
Pease, A. S., Goodenough, T. A., Rogers, S., Roe, J., & Williams, C. E. M. (2020). Perspectives of primary school staff who work with children with additional needs: insights that may help to improve support for visually impaired children. British Journal of Visual Impairment, 17–18 (eng).
Pymenova, N. V. (2020). Inclusive education is one of the fundamental principles of education development in Ukraine. Pedagogical Horizons, № 3-4, 111–112 (ukr).
Sample Regulation on the team of psychological and pedagogical support of a child with special educational needs in a general secondary and preschool education institution (2018). Ministry of Education and Science of Ukraine. Order of 08.06.2018 № 609. http://surl.li/mcvf (ukr).
Skrypnyk, T. V. (2019). Specifics of the implementation of interdisciplinary team support in the inclusive educational environment of Ukraine. Topical Issues of Correctional Education (Pedagogical Sciences), Issue 14, 302–313 (ukr).
Skrypnyk, T. V., Martynchuk, O. V., Suprun, H. V. & Kryvakovska, R. V. (2020). Features of partnership between specialists of an educational institution and parents of a child with special educational needs. Scientific Perspectives, № 6 (24), 514–526 (ukr).
Slowík, J., Šafránková, D. & Zachová, M. (2022). Support for teachers in the inclusive education of pupils with special educational needs: experience from primary schools in the Czech Republic. European Journal of Special Needs Education, 37(3), 447–460 (eng).
Sofiy, N. Z. (2017). Organizational and pedagogical conditions of integrated support for students with special educational needs in an inclusive educational institution. Prešov. Slovakia, № 8, 215–223 (ukr).
Sofiy, N. (Ed.) (2018). Inclusive education in general secondary education institutions: a guide for trainers : Кyiv, 174 (ukr).
Strunk, K., Hinkle, A. R. & Thurlow, M. L. (2022). Supporting IEP Team Decisions. Journal of Special Education Leadership, 35(2) (eng).
Sugita, T., Busse, R. T. & Aryadad, A. H. (2021). After Endrew: Progress monitoring methods for supporting IEP teams. Contemporary School Psychology, 1–7 (eng).
Udd, J. & Berndtsson, I. (2023). SENCOs’ lived experiences of working through the COVID-19 pandemic in Swedish upper secondary schools. European Journal of Special Needs Education, 1–14 (eng).
Ursakii, Y. A. & Kubitskyi, S. O. (2020). The role of the leader in staff motivation. Bulletin of the Chernivtsi Trade and Economic Institute. Economic Sciences, Issues I-II, 325–338 (eng).
Yakubina, O. O. (2020). Interdisciplinary team of support for children with erased form of dysarthria. Topical issues of correctional and inclusive education : a collection of scientific papers of Kharkiv National Pedagogical University named after H. S. Skovoroda : KNPU, 359–366 (ukr).
Cole, B. A. (2005). Mission impossible? Special educational needs, inclusion and the re‐conceptualization of the role of the SENCO in England and Wales. European Journal of Special Needs Education, 20(3), 287–307 (eng)..
Dmytriieva, I. V. (2016). Team interaction of specialists in the process of individual support of a child in inclusive education. Topical Issues of Correctional Education, Issue 7, 90–98 (ukr).
Haiash, O. V. (2021). Features of the implementation of inclusive education in preschool education institutions. Social and educational inclusion: history, modernity, prospects for development: a collective monograph in 2 parts. Part 1: Institutional and personal aspects of implementation in Ukraine : Technodruk, 32–45 (ukr).
Ho, F. C. (2022). Collaborative Mode of Professional Development for Teachers of Students with Autism Spectrum Disorder. In Promoting Collaborative Learning Cultures to Help Teachers Support Students with Autism Spectrum Disorder ). Singapore: Springer Nature Singapore, 211–224 (eng).
Landmark, L. J. & Zhang, D. (2019). Self-determination at a career and technical school: Observations of IEP meetings. Advances in Neurodevelopmental Disorders, 3. 152–160 (eng).
Martynchuk, O.V. & Skrypnyk, T.V. (2020). The need to conceptualize the concepts of inclusive education in Ukraine as a challenge of the present. Topical Issues of Correctional Education (Pedagogical Sciences): a collection of scientific papers, No. 16 (Volume 1), 186–197 (ukr).
Miakushko, O. (2020). Psychological and pedagogical support of education of children with complex disorders: a view from the point of view of their development management. Education of Persons with Special Needs: Ways of Development, Issue 17, 159–180 (ukr).
Olefir, N. (2019). Features of inclusive education of children with special educational needs in preschool education institutions. New Pedagogical Thought, № 2 (98), 143–146 (ukr).
Pease, A. S., Goodenough, T. A., Rogers, S., Roe, J., & Williams, C. E. M. (2020). Perspectives of primary school staff who work with children with additional needs: insights that may help to improve support for visually impaired children. British Journal of Visual Impairment, 17–18 (eng).
Pymenova, N. V. (2020). Inclusive education is one of the fundamental principles of education development in Ukraine. Pedagogical Horizons, № 3-4, 111–112 (ukr).
Sample Regulation on the team of psychological and pedagogical support of a child with special educational needs in a general secondary and preschool education institution (2018). Ministry of Education and Science of Ukraine. Order of 08.06.2018 № 609. http://surl.li/mcvf (ukr).
Skrypnyk, T. V. (2019). Specifics of the implementation of interdisciplinary team support in the inclusive educational environment of Ukraine. Topical Issues of Correctional Education (Pedagogical Sciences), Issue 14, 302–313 (ukr).
Skrypnyk, T. V., Martynchuk, O. V., Suprun, H. V. & Kryvakovska, R. V. (2020). Features of partnership between specialists of an educational institution and parents of a child with special educational needs. Scientific Perspectives, № 6 (24), 514–526 (ukr).
Slowík, J., Šafránková, D. & Zachová, M. (2022). Support for teachers in the inclusive education of pupils with special educational needs: experience from primary schools in the Czech Republic. European Journal of Special Needs Education, 37(3), 447–460 (eng).
Sofiy, N. Z. (2017). Organizational and pedagogical conditions of integrated support for students with special educational needs in an inclusive educational institution. Prešov. Slovakia, № 8, 215–223 (ukr).
Sofiy, N. (Ed.) (2018). Inclusive education in general secondary education institutions: a guide for trainers : Кyiv, 174 (ukr).
Strunk, K., Hinkle, A. R. & Thurlow, M. L. (2022). Supporting IEP Team Decisions. Journal of Special Education Leadership, 35(2) (eng).
Sugita, T., Busse, R. T. & Aryadad, A. H. (2021). After Endrew: Progress monitoring methods for supporting IEP teams. Contemporary School Psychology, 1–7 (eng).
Udd, J. & Berndtsson, I. (2023). SENCOs’ lived experiences of working through the COVID-19 pandemic in Swedish upper secondary schools. European Journal of Special Needs Education, 1–14 (eng).
Ursakii, Y. A. & Kubitskyi, S. O. (2020). The role of the leader in staff motivation. Bulletin of the Chernivtsi Trade and Economic Institute. Economic Sciences, Issues I-II, 325–338 (eng).
Yakubina, O. O. (2020). Interdisciplinary team of support for children with erased form of dysarthria. Topical issues of correctional and inclusive education : a collection of scientific papers of Kharkiv National Pedagogical University named after H. S. Skovoroda : KNPU, 359–366 (ukr).
Опубліковано
2023-05-25
Розділ
Спеціальна освіта
