To the problem of reforming the field of education of children with special needs

- Засенко, В.В. (orcid.org/0000-0003-0325-4578) and Прохоренко, Л.І. (orcid.org/0000-0001-5037-0550) (2020) To the problem of reforming the field of education of children with special needs Освіта осіб з особливими потребами: шляхи розбудови (16). pp. 143-159. ISSN 2313-4011

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Abstract

The purpose of the article is to attempt the authors to briefly characterize the positive developments in the education of persons with special needs that have been and are happening in the context of its reform. Research Methods - Analysis and generalization of fundamentally important aspects of reforming the education of persons with special needs. This applies, first of all, to the progress of inclusion as a whole, the activities of inclusive resource centers (CPIs), the preschool and pre-school levels of education of children with special needs and, of course, the staffing of the industry. The analysis focuses on the creation of a holistic system of organizational, methodological and psychological and pedagogical support for the education of children with special needs, which includes the development of scientifically grounded concepts and programs of education, interdisciplinary design of new child-centric models of education content, creation of a system of training qualified specialists in specialist effective forms of psychological and pedagogical support for children are substantiated. The authors emphasize the need for an extremely cautious and prudent approach to changing the status of special education institutions, including boarding schools, in order not to harm any child or family. Indirectly mentioned are other common problems that exist in the field, which also need urgent solution. It has been found that inclusive education is the most reasonable in providing the child with the opportunity to learn according to his educational needs. However, today, schools that open inclusive classes lack a sufficient level of guidance in the methodological foundations of their operation and lack adequate staffing. According to the authors, the success of the integration process depends on the awareness and adequate treatment of all its participants: children with special educational needs, their parents and educators, as well as all other children in school, the parental and pedagogical community. Finally, it is concluded that it is important to ensure effective integration of children with special educational problems into the educational institution to carry out outreach work on issues related to the educational process for such children, with all participants in the educational process - students, their parents, pedagogical staff; creation of psychological and pedagogical support of the child as a complex technology of psychological and pedagogical support and assistance to the child and parents in solving the problems of development, education, upbringing, socialization by specialists of different profile, acting in a coordinated way; improvement of psychological and pedagogical training of teachers, etc.

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