Nclusive education of personswith special educational needs in the European experience

- Кульбіда, С.В. (orcid.org/0000-0002-0194-3495) (2024) Nclusive education of personswith special educational needs in the European experience Education of Persons with Special Needs: Ways of Development (25). pp. 108-123. ISSN 2313-4011

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Abstract

The European education system aims to educate a new generation of people who are aware of universal values ​​and live according to humanistic laws. Educational inclusion of deaf learners is determined by the importance of using sign language as a fundamental position in the formation of self-identity, cultural and language values ​​is a key position of language policy. The European Parliament gave a positive signal through resolutions on minimum standards in the provision of sign language education. Instead, the language practice of educational institutions does not deviate from the positions of the medical model. A review of the systems of inclusive education of the deaf in individual countries of the European Union provides an understanding of the trends in the implementation of key positions of sign bilingualism, the role of special educational institutions, and the participation of deaf and non-deaf specialists in this process. The modern landscape of deaf education shapes the current dynamics of educational institutions (regular, and special). Similar trends (unjustified closure of special schools, lack of qualified staff for teaching the deaf with a sufficient level of language learning, non-acceptance of learning language in regular schools, etc.) characterize the real climate of educational systems, have important informational value for understanding the researched issue and determining current perspectives in the Ukrainian context. Purpose: to analyze the main trends of inclusive education for the deaf in the pedagogical practice of European Union countries. Methods: a theoretical approach through the phenomenon of interest based on data (Strauss & Corbin, 1990), analysis, comparison, generalization, and conclusion. Conclusions. There are clear trends in countries to carry out reforms regarding changes in education systems for persons with special educational needs, which is an integral part of motivational understanding: civil (development of a modern multicultural, information society and ensuring cultural, linguistic rights and freedoms); economic ("to know which way the wind is blowing", "do not stay aloof from the technological process"); humanistic (modern development of students in obtaining quality education); political (satisfying the demands of the agenda of certain circles of the electorate representing the interests of minority communities); inclusive (creation of optimal models of inclusive education that would correspond to trends in the development of society and European standards, and the relevance of education to the current demographic situation). With a single philosophical, conceptual base initiative of the European Parliament, on the example of individual countries, we can observe demonstrative examples of the implementation of the inclusive concept in slightly different education systems, with the cancellation (partial preservation of special educational institutions) of various practices of monolingual (to the greatest extent), total communication (partially), sign language bilingual approaches (to the least extent). Each country develops its language policy, and ways of implementing it in the education system, which meets the expectations of local communities, including Deaf communities. Although the understanding of the linguistic characteristics of "deafness" is mainly guided by a medical, not a socio-cultural model, which is supported by placement in a regular school, regular training for the use of auditory-oral communication, the tendency to use sign language has become available in regular institutions through a system of joint enrollment (two languages ​​- two cultures), as accommodation, participation, and joint activities, achievements of deaf and non-deaf students.

Item Type:	Article
Keywords:	inclusive education, special educational needs, sign language, special institutions, general educational institutions, reform trends
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 376 Education, teaching, training of special groups of persons. Special schools > 376.3 Виховання та освіта осіб із вадами зору, слуху, мови та нервовими захворюваннями.
Divisions:	Mykola Yarmachenko Institute of special education and psychology of National academy of educational sciences of Ukraine > Department of Ukrainian Sign Language
Depositing User:	н.с Геннадій Васильович Міськов
Date Deposited:	07 Jan 2025 10:58
Last Modified:	07 Jan 2025 10:58
URI:	https://lib.iitta.gov.ua/id/eprint/744001

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