- Годецька, Тетяна Іванівна (orcid.org/0000-0003-0550-1894) (2024) Inclusive Educational Environments in the Context of Digital Transformation of Society: Psychological Aspect (analytical review) Analytical Herald in the Sphere of Education and Science (20). pp. 78-111. ISSN 978-617-552-708-5
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Abstract
The article highlights the scientific achievements of leading Ukrainian and foreign scientists in the context of psychological support of inclusive educational environments in the context of digital transformation of society. The attention is focused on the works in which researchers argue that inclusive education is one of the innovative directions of development of the Ukrainian school. It is stated that the pedagogically sound and balanced use of digital technologies opens up wide opportunities for improving the quality of education of students with special educational needs, its accessibility, promoting equal access to educational services, and fruitful social integration based on an inclusive approach. The article examines the scientific heritage, which developed a model of using multimedia technologies in the system of preschool education when working with an inclusive group. The researchers have identified the structure of inclusive competence. It is noted that in the context of inclusive educational innovation, digital accessibility is an important aspect of ensuring barrier-free equal access to digital educational technologies and services for educators, including those with special needs. It is emphasised that Ukraine is one of the countries that was the first in the post-Soviet space to realise the importance of digital accessibility and take measures to implement it. The article considers psychological self-help in the context of post-pandemic development of society, the peculiarities of optimising the professional competencies of social workers, the impact of martial law on the mental health of the individual, psychological and pedagogical support for inclusive education and upbringing of students with special needs. It is noted that the martial law of the country significantly complicates the provision of inclusive education. It is emphasised that the introduction of inclusive education depends on the understanding of inclusion by teachers as a value of a democratic society, the development of tolerance, changes in attitudes towards people with special needs, and their professional preparation for work in an inclusive educational environment. The analytical review was prepared to implement the analytical and synthetic stage of the research ‘Information and Analytical Support for the Digital Transformation of Education and Pedagogy: Domestic and Foreign Experience’ (2023-2025) and in the context of the implementation of the National Strategy for the Development of Inclusive Education until 2029 and the National Strategy for Creating a Barrier-Free Space in Ukraine until 2030.
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