ANALYSIS OF THE PRACTICE OF CREATING AN INCLUSIVE EDUCATIONAL ENVIRONMENT ON THE EXAMPLE OF SUMY REGION

Abstract

The development of inclusive education is a rather complex and multifaceted process that requires clear decisions of the administration of educational institutions in creating an effective inclusive educational environment. Despite the wide interest of researchers and practitioners in the problem of inclusive education, the issue of creating an inclusive educational environment involves taking into account the uniqueness and characteristics of each region of Ukraine in building an effective model based on practical experience. The article analyzes the practice of creating an inclusive educational environment in general secondary education institutions of Sumy and Sumy region. To identify problems of inclusive educational environment in general secondary education institutions of Sumy and Sumy region, a study of its current state and outlining the prospects of experimental activities within the problem field by methods of analysis of normative and methodological literature, pedagogical observation, questionnaires of administration and teachers (teachers, teaching assistants and educators). On the basis of the conducted empirical research the problems of practice of the organization of inclusive educational environment in establishments of general secondary education of Sumy and Sumy region in methodical and organizational directions are generalized and classified. Emphasis is placed on the studied problems of continuity between degrees. It is determined that the joint efforts of teachers of preschool and primary school, primary school and primary will ensure a successful transition from the previous level to the next for a student with PDO and provide an individual educational trajectory based on the needs of the child.