FORMATION OF AN INCLUSIVE APPROACH IN THE EDUCATION OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS (UKRAINIAN EXPERIENCE)
DOI:
https://doi.org/10.18316/rcd.v15i38.11057Keywords:
Inclusion, Inclusive pedagogical approach, Teacher's assistant, Allocution, Self-confrontationAbstract
The purpose of the study is to rethink the standardized course curriculum in accordance with an inclusive approach. The method of analyzing secondary data made it possible to put forward the hypothesis that a modern Ukrainian school should be both regular and adapted to the needs of all students who attend it, considering their differences and special educational needs. Results. The article analyzes the formation of an inclusive approach to the education of children with special educational needs in Ukrainian education based on the professional activity of a teacher's assistant (accompanying person), reveals the dilemmas faced by a school attendant in search of his professional identity, which puts him on the verge of another profession - the profession of a teacher. The novelty of the work lies in the disclosure of the problems of interprofessional relations and the field of activity of teacher assistants, which has not yet been disclosed. Based on the experience of the focus group, the author presents her own approach to inclusive education of children with special educational needs. Conclusions. The analysis has revealed a diverse typology of teacher assistants' positions in inclusive schools in Ukraine, which reflects the delimitation of territories and borders, which complicates cooperation. It is recommended to create a national reference system of skills for teacher assistants to clearly define their scope of work in working with children with special educational needs and establish joint work trajectories with teachers. This will help to integrate knowledge, skills, and attitudes across the education sector, improve their performance and change their skills.
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