Becoming and development of inclusive pedagogy as a branch of pedagogical knowledge

- Мартинчук, О.В. (2016) Becoming and development of inclusive pedagogy as a branch of pedagogical knowledge Актуальні питання корекційної освіти (педагогічні науки), 1 (7). pp. 260-280. ISSN 2413-2578

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Abstract

Article deals with the genesis of inclusive education in Ukraine as a branch of pedagogical knowledge through the prism of education for children with special needs abroad and in Ukraine. It has been traced the transformation of methodological approaches to collaborative learning and education of children with disabilities and children who do not have such violations; focus scientific research on the development of concepts to ensure the entry of persons with disabilities in society; forming of research issues in the field of inclusive pedagogy; connection with the practice of inclusive pedagogy training specialists to inclusive education of children with special educational needs. This became the basis for trying to make a periodization of the development of inclusive pedagogy as the science of learning and education of children with special educational needs in a general area. It was singled out three periods of the development of inclusive pedagogy: the implicit, explicit and institutional, defined their timeframe and submitted a brief semantic description. Based on scientific research it was identified the following periods: the first period (XI century – the second half of the XIX century.) - implicit or preparatory which is characterized by knowledge of need to develop scientific-theoretical foundations of education and upbringing of children with mental and physical isabilities; second period (second half of XIX century - beginning of XXI century.) - explicit, it issued scientific and theoretical principles of inclusive pedagogy; third period (beginning of the XXI century - present day) - institutional; specialist becomes the main subject, whose professional development is based on the study of inclusive pedagogy, formation of professional competence in the field of inclusive education for children with special educational needs. It is determined the current problems of inclusive pedagogy: instituting of conceptual-categorical apparatus, providing of educational process in the establishment of inclusive learning, developing of technologies of inclusive education of children of different nosology in various educational institutions.

Item Type:	Article
Keywords:	inclusive education, implicit, explicit and institutional periods of inclusive pedagogy, theological approach, integrative approach, humanistic approach
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.01 Fundamentals of education. Theory. Policy etc. Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 373 Kinds of school providing general education Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 376 Education, teaching, training of special groups of persons. Special schools > 376.3 Виховання та освіта осіб із вадами зору, слуху, мови та нервовими захворюваннями.
Divisions:	Mykola Yarmachenko Institute of special education and psychology of National academy of educational sciences of Ukraine > Common resources institute
Depositing User:	д-р пед. наук, професор Микола Олексійович Супрун
Date Deposited:	15 Oct 2018 12:37
Last Modified:	06 Sep 2019 15:21
URI:	https://lib.iitta.gov.ua/id/eprint/711966

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