- Прохоренко, Л.І. (orcid.org/0000-0001-5037-0550) (2024) Psychology of inclusion: education and socialization of children with special needs Особлива дитина: навчання і виховання, 3 (115). pp. 7-20. ISSN 2312-2781
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Abstract
The article attempts to substantiate the main psychological mechanisms that ensure the effectiveness of an inclusive approach in the education and socialization of children with special educational needs (SEN). It is substantiated that the strategic goal of raising and teaching children with special educational needs, including those with intellectual, speech, locomotor, visual, auditory, emotional-volitional disabilities, is their social integration, for the implementation of which it is necessary to create a special system of psychological and pedagogical support. It is emphasized that the introduction of inclusion in the education of children with special educational needs can be effective only if the educational space is adapted to the individual characteristics of children, the provision of quality educational services to such children, an extensive system of psychological support for the child, parents and specialists. It was determined that the priority areas of work in this context are the promotion of the social, emotional and cognitive development of each child with special needs, so that he feels like a full participant in social life. Special attention is paid to the analysis of factors contributing to the successful integration of such children into the educational environment, as well as their social adaptation and self-realization. Based on the analysis of scientific sources, the key mechanisms of the psychology of inclusive education are singled out, the directions that require necessary changes regarding the effective implementation of inclusive education in Ukraine are identified. It has been proven that providing high-quality and scientifically based psychological and pedagogical support for students with special educational needs, considering their individual needs, opportunities and interests, is a powerful strategic tool for ensuring inclusion in education and socialization. It was emphasized that the development of an effective education system for children with special needs is possible under the conditions of creating an appropriate educational environment, considering the various educational needs of children, material and technical and personnel support, as well as additional psychological support from specialists of educational institutions and institutions of inclusive resource centers. The important role of psychological support and cooperation between teachers, families, psychological and social workers in creating favorable conditions for learning and development of children with special needs is substantiated. Emphasis is placed on modern practices based on humanistic values and aimed at creating a barrier-free educational space. The conclusions outline the advantages and disadvantages of the introduction of inclusion in the educational process, identify key problems and propose ways to solve them.
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