THE LEVELS OF SUPPORT FOR THE ORGANIZATION OF EDUCATIONAL PROCESS OF PEOPLE WITH SPECIAL EDUCATIONAL NEEDS

Abstract

The article has presented an analysis of legislative and regulatory support for the education of children with disabilities. Attention has been focused on the resolution of the Cabinet of Ministers of Ukraine No. 765 "On amendments to some resolutions of the Cabinet of Ministers of Ukraine regarding the organization of training for people with special needs." Attention has been focused on Appendix 4 to the Regulation as amended by the Cabinet of Ministers resolution of July 21, 2021, which specifies the categories (types) of special educational needs (difficulties). That is the legislative framework on which the implementation of educational difficulties and levels of support has been based. The categories of educational difficulties have been analyzed in details, especially, intellectual difficulties, functional difficulties (this includes sensory, motor, and speech difficulties), physical difficulties, learning difficulties, and a group of social adaptation difficulties (this includes personal, various environmental difficulties, or social and cultural difficulties, when there is a problem in interaction, for example with representatives of certain cultures, learning by means of sign language, etc.). It has been noted that for each of these categories specified in Appendix 4 to the Regulation as amended by the Cabinet of Ministers Resolution No. 765 of July 21, 2021, 5 levels of support for children with special educational needs in the educational process have been developed. Definitions of concepts are presented – educational difficulties, level of support, degrees of manifestation. The levels of support were analyzed in details in accordance with the Resolution of the Cabinet of Ministers of Ukraine dated September 15, 2021 No. 957 "On approval of the Procedure for organizing inclusive education in general secondary educational institutions". The perspective of further researches, which the author sees in the study of the influence of levels of support on the degree of manifestation of children with ASD, has been substantiated.