INCLUSIVE EDUCATION OF JUNIOR SCHOOLCHILDREN AS A SOCIO-PEDAGOGICAL PHENOMENON

Abstract

The author considers inclusive education as a socio-pedagogical phenomenon. The methodological analysis of the organization of educational process in the conditions of inclusive education of children with special educational needs is carried out. The key role in the formation and development of the unique potential of each individual is played by the educational system as an integral part of ensuring the prosperity of society. The essence of the concept of “readiness to work in an inclusive education” is defined. The author of the article analyzes the problems of training teachers to organize the educational process in an inclusive education. However, as practice shows, improving the quality of education often leads to the marginalization of some categories of children, in particular, children with special educational needs, which, of course, contradicts the international and national goals of education systems accepted by most countries. The scientific and theoretical bases of research of the organization of educational process in the conditions of inclusive education of children with special educational needs are analyzed. The structure of inclusive competence is characterized. The model of formation of inclusive competence is defined where the author characterizes the main stages: information-oriented, quasi-professional and activity. The basis of the new philosophy of inclusive education was not a medical but a social model of disability, which claims the role of a humanitarian concept of human rights and freedoms. This approach has overcome the stereotypes of alienation of a person with a disability, to recognize him as a full member of society, but have special needs. This eliminates the need for “treatment”, “correction” of a person with a disability and teaches society to accept, understand the person as he is. The social model of disability involves solving a number of problems. Under such conditions, a person begins to realize himself as a full-fledged subject of his life, and the world – as an open system focused on its specific needs.