The strategic vectors of changes and transformations in education of children with special needs underlines in Ukraine

- Колупаєва, А.А. (orcid.org/0000-0002-4610-5081) (2017) The strategic vectors of changes and transformations in education of children with special needs underlines in Ukraine Освіта осіб з особливими потребами: шляхи розбудови (13). pp. 12-18. ISSN 2313-4011

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Text Cтратегічні вектори змін та трансформацій в освіті дітей з особливим потребами за часів незалежності в Україні.pdf - Published Version Download (602kB) | Preview

Abstract

The article is described strategic vectors for the development of the educational sector, in particular the education of children with special needs. The 3-stage historical excursion of the industry development during the independence of Ukraine is presented. Among the defining vectors of educational transformational changes are: transparency; improvement of educational management; introduction of the latest technologies of training and development; Individualization of training with the adaptation of the curriculum. In solving the problems of systematic reformation by the system-linking unit, cultivation of humanist-oriented pedagogical communication has been determined, since - education must not only make democracy possible, but also make it vital. Modern structural-system reform is aimed at reorganizing educational structures, restructuring the management and financing of education, changing the status of teachers, their training and advanced training; mechanisms of control in the educational system, changes in the types of educational institutions, links between educational levels, etc. Given the difficult circumstances of today, reforming the education of people with special needs should be considered as a longitudinal course, which will last for a certain time and will be adjusted in accordance with socioeconomic dynamics. Definition vectors will generally be stored for a long time. Among them is the understanding that every educational institution reflects the crisis situation in society and family, and that national goals and guidelines for education should be determined taking into account their reach for all, including those with special needs; responsibility in personnel policy - improvement of educational management, professional training and retraining of teaching staff in accordance with the new educational paradigm; intensifying the interaction of teachers with all participants in the educational process; individualization of training (learning in its own way) - adaptation (teaching methods, curriculum) to individual cognitive / other characteristics of students; answers to the new challenges of the present - the introduction of the latest technologies of training and development; teaching.

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