INCLUSIVE EDUCATION AS A STRATEGY FOR OVERCOMING EDUCATIONAL BARRIERS IN PRIMARY SCHOOL AGE

Abstract

The article presents a theoretical overview of the implementation and development of the inclusive education system in Ukraine. In the child-centered educational model, the primary focus is on meeting the interests and needs of the child. The conditions have been identified and opportunities ensured for choosing an educational institution and curriculum based on the individual characteristics of the child, stimulating their activity in various spheres, as well as providing social and pedagogical protection. Considering the increasing number of children with special educational needs in Ukraine, an urgent problem arises that requires resolution. New approaches to organizing education for children with developmental disabilities are proposed: the creation of separate learning groups or individualized learning plans within mainstream classes. At the same time, emphasis is placed on the right of every child to equal access to quality education and learning at their place of residence in general education institutions. Modern practices of educating children with disabilities require active solutions to both theoretical and practical challenges, related not only to the organization of the educational process but also to the professional development of teaching staff. The authors have studied and theoretically substantiated the development of inclusive education as an effective strategy to overcome educational barriers in primary school-aged children, as well as identified pedagogical conditions and implementation of educational approaches that promote successful socialization and academic adaptation of students with special educational needs. The methodological basis of the research consists of principles of learner-centered, competence-based, and activity-based approaches. Methods used include analysis of scientific and pedagogical literature, comparative analysis of inclusive education practices, generalization of educational institution experiences, and analysis of regulatory documents governing inclusion in primary education. Empirical research methods were also applied to identify learning barriers among younger schoolchildren.