- Прохоренко, Л.І. (orcid.org/0000-0001-5037-0550), Стойка, В.П. (orcid.org/0009-0006-8407-7129) and Йовдій, В.М. (orcid.org/0009-0000-9568-6831) (2023) Inclusive resource centers in the conditions of war: special issues of the education of children with special needs Освіта осіб з особливими потребами: шляхи розбудови, 2 (23). pp. 115-130. ISSN 2313-4011
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Інклюзивно-ресурсні центри в умовах війни- окремі питання освіти дітей з особливими потребами.pdf - Published Version Download (186kB) |
Abstract
The article theoretically substantiates the main problems in the education of persons with special educational needs (SEN) in the conditions of martial law. The approaches of accessibility and child-centeredness, which are key in the education model of Ukraine, are analyzed, which provide for such quality characteristics as equal access to education, an effective educational process, a safe and healthy educational environment; participation of all participants in the educational process in school management; multi-level public interaction, etc. It is noted that equal access to quality education, including for persons with special needs, is an international program in which five dimensions of educational quality are proposed: efficiency, productivity, equality, and compliance (to the requirements of students, their families and the requirements of society). In Ukraine, along this path, many changes have been made both at the level of legislation and at the level of practice: changes have been made to the main Laws of Ukraine on the development and implementation of inclusive education; conditions have been created for the education of children and youth with special educational needs on the basis of many preschool, general education and higher educational institutions, a network of inclusive resource centers has been developed, which define an individual educational vector for people with special needs in the conditions of an inclusive educational environment, etc. The modern practical experience of the operation of the IRC in wartime conditions is substantiated, which leads to the need for conducting empirical investigations, generalizing the results, as well as determining those conditions of the IRC's activity, the deficiency of which negatively affects the entire process of accompanying persons with special needs. In particular, it is about: development of innovative approaches to systematic qualified support and provision of psychological-pedagogical and correctional-developmental services to persons with special educational needs in the conditions of war and post-war revival; improvement of normative and legal, methodical, personnel support of inclusive resource centers; renewal of psychological-pedagogical and correctional-developmental services in territorial communities, which are necessary for children with special educational needs and their families, including internally displaced persons. The circle of problematic issues that need to be resolved is outlined, in particular, the lack of resources, experience, understanding of the main advantages of the new philosophy of education; creation of adequate conditions for children with various levels of educational difficulties in learning (including persons from various national minorities and gifted).
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