Педагогічний супровід дітей з особливими потребами в умовах інклюзивного освітнього середовища

Abstract

В статті проаналізована практика реалізації в освітніх закладах інклюзивного навчання. Обґрунтовано, що повинні створюватися умови, які будуть гарантувати можливість досягнення запланованих освітніх результатів всіма учнями. Визначено, що педагогічним супроводом є відновлення й розвиток потенціалу особистості дитини з особливими потребами, і в остаточному підсумку – ефективне виконання нею своїх основних соціальних функцій, досягнення особистісного благополуччя. Окреслено, що теоретичною основою педагогічного супроводу є компетентнісний підхід, позаяк він орієнтує на розвиток складових особистісного «Я» та функціональних можливостей особистості дитини с особливими потребами.

The article analyzes the practice of implementation of inclusive education in educational establishments. Inclusive education – education that gives every child, despite physical, intellectual, social, emotional, speech, and other characteristics, the opportunity to be included in the overall, unified and holistic process of learning and upbringing, development and socialization. It is substantiated that conditions must be created that will guarantee the achievement of the planned educational results by all students. Creating special conditions for the education of children with disabilities – conditions for the education, upbringing and development of such students, including: the use of special educational programs and teaching methods, special textbooks, teaching aids and didactic materials; special technical means of teaching group and individual use in general secondary education institutions; listing the position of assistant (assistant) teacher to provide students with special educational needs with the necessary technical assistance; conduct group and individual corrective classes; providing access to educational organizations and other conditions that make it impossible or difficult for students with disabilities to acquire educational programs. Within the framework of inclusive education, the following structure of the educational environment is proposed as a space for socialization of children with different opportunities and features: spatial-object component (material possibilities of the institution of secondary education – accessible architectural and spatial organization; provision of modern facilities and systems that meet the educational needs of children); a meaningful and methodical component (adapted individual route of the child's development, variability and flexibility of educational and educational methods, forms and means); communicative and organizational component (personal and professional readiness of teachers, psychologists to work with mixed (integrated) group, favorable psychological climate in the team, management of team activity of specialists). It is determined that pedagogical support is the restoration and development of the personality of a child with special needs, the effective fulfillment of its basic social functions, the achievement of personal well-being. It is emphasized that the theoretical basis of pedagogical support is a competent approach, because it focuses on the development of the components of the personal «I» and the functional capacity of the personality of a child with special needs.