MEANINGFUL COMPONENT OF FORMING LEGAL COMPETENCE AMONG FUTURE SPECIALISTS OF THE SOCIAL WORK

Abstract

The appeal of the Ukrainian state and society to the ideas of implementing social inclusion into practice is a reflection of priorities in social development, namely, the strengthening of humane social relations and the experience of involvement in universal human culture in all social practices. An important tool of social inclusion is inclusive education. Inclusive education in a modern institution of general secondary education (CSE) involves the organization of the educational process, when all children, regardless of their physical, mental and other characteristics, are included in the general education system. The real challenge for domestic education, including inclusive education, was the Russian-Ukrainian war, which made full-time education almost impossible. Distance-face-to-face (mixed) education is becoming an effective means of implementing inclusive education in the conditions of martial law. It should be noted that due to the experience of obtaining offline education during the quarantine restrictions, the process of transition to the remote form took place relatively quickly and without problems, however, new realities require modernization of approaches to the organization and conduct of training. Scientific novelty of the research. The article clarifies the essence of the basic concepts "inclusive education", "pedagogical training support"; expanded knowledge about the potential of social inclusion in the conditions of martial law. A set of strategies for teaching children with special needs is substantiated, the possibilities of online learning and the expediency of enhanced pedagogical support for such children are revealed. Research methods. To achieve the goal set in the work and to solve the outlined tasks, a set of methods was used: analysis, synthesis, generalization, systematization, comparison to reveal the essence and define the basic concepts of the investigated problem. The purpose of the article is to reveal the peculiarities of the introduction of social inclusion in general secondary education institutions of Ukraine under the conditions of martial law. The work concludes that the military operations have made noticeable changes in the organization of the process of socialization and education of children with special educational needs in the Special Educational Needs. Currently, children in this category need aids and services that would maintain or increase their functional capabilities and autonomy at the current level.