VASYL STEFANYK PRECARPATHIAN NATIONAL UNIVERSITY, IVANO-FRANKIVSK, UKRAINE.
I. HORBACHEVSKY TERNOPIL NATIONAL MEDICAL UNIVERSITY, TERNOPIL, UKRAINE.
Wiad Lek. 2022;75(4 pt 1):891-899. doi: 10.36740/WLek202204125.
The aim of the research is to analyze the problem of inclusive education in Ukraine in the context of world trends. According to its philosophy, each school should be inclusive, which implies the readiness of the school to accept every child with SEN at any time, the desire to create the most favorable educational environment that will serve the development of its potential. According to the results of the analysis, we also conclude that Ukrainian scientists pay more attention to issues of inclusion related to higher education (foreign experience, features of teaching students with inclusion, training future teachers to work with children with disabilities, etc.). Meanwhile, in our opinion, the theoretical and methodological principles, pedagogical conditions, practical methods of organizing inclusive education of children with various types of developmental disabilities are insufficiently studied. This, among other things, highlights the scientific problem raised in our study. Thus, the attention of the Ukrainian state to people with SEN, European-oriented social educational policy is evidenced not only by the reduction of the number of boarding schools, orphans and children deprived of parental care there, but also the dynamics of growing enrollment of children with SEN in inclusive special classes of secondary schools (in 2020/2021 academic year compared to 2015/2016 academic year this amount increased by 7% (from 5.3 thousand to 5.7 thousand). As a result of the development of inclusive education over the past five years, the number of students with SEN covered by inclusive education has increased more than 6 times, and the number of inclusive classes in secondary schools has increased 7 times. Similar changes have taken place in the staffing of inclusive education. Inclusive education and upbringing of children with SEN is a long-term strategy that is considered not as a local area of work, but as a systematic approach to organizing the activities of the general education system in all areas in general.
本研究旨在分析乌克兰融合教育在世界趋势背景下的问题。根据其理念，每所学校都应该具有包容性，这意味着学校随时准备接受有特殊教育需求的儿童，愿意创造最有利的教育环境，促进其潜力的发展。根据分析结果，我们还得出结论，乌克兰科学家更关注与高等教育相关的包容问题（国外经验、融合教育学生的特点、培养未来教师与残疾儿童合作等）。与此同时，我们认为，对于各类发展障碍儿童融合教育的理论和方法原则、教学条件、实践方法的研究还不够充分。这在一定程度上突出了我们研究中提出的科学问题。因此，乌克兰国家对有特殊教育需求的人、欧洲导向的社会教育政策的关注不仅体现在寄宿学校、孤儿院和失去父母照顾的儿童数量的减少，还体现在有特殊教育需求的儿童在融合特殊中学班级的入学率不断增长（与 2015/2016 学年相比，2020/2021 学年这一数量增加了 7%（从 5300 人增加到 5700 人）。在过去五年融合教育的发展过程中，接受融合教育的有特殊教育需求的学生人数增加了 6 倍以上，中学的融合班级数量增加了 7 倍。在融合教育人员配备方面也发生了类似的变化。有特殊教育需求的儿童的融合教育和培养是一项长期战略，不仅被视为一个工作领域，更被视为组织普通教育系统所有领域活动的系统方法。
