European practices of inclusive education (experience for Ukraine)

Maryna Lemeshchuk; Valentina Pisnyak; Valentyna Berezan; Oksana Stokolos-Voronchuk; Natalia Yurystovska

doi:10.34069/AI/2022.55.07.8

Maryna Lemeshchuk Pavlo Tychyna Uman State Pedagogical University, Ukraine. https://orcid.org/0000-0002-7831-1023
Valentina Pisnyak Pavlo Tychyna Uman State Pedagogical University, Ukraine. https://orcid.org/0000-0001-7833-9192
Valentyna Berezan Poltava V. G. Korolenko National Pedagogical University, Ukraine. https://orcid.org/0000-0002-4999-7898
Oksana Stokolos-Voronchuk Andrei Krupynskyi Lviv medical academy, Doroshenko, Lviv, Ukraine. https://orcid.org/0000-0002-0834-9085
Natalia Yurystovska Andrei Krupynskyi Lviv medical academy Doroshenko, Ukraine. https://orcid.org/0000-0002-7688-9462

DOI: https://doi.org/10.34069/AI/2022.55.07.8

Keywords: inclusive education, inclusive pedagogy, pedagogy, training, education.

Abstract

In the era of globalization, there is a process of democratization and openness of society. The value of human beings, their dignity, and their lives are being redefined and given new meaning. Race, gender, gender, social stratum, physical and mental capabilities are no longer “criteria” for being in society. Everyone has the right to exercise his or her rights. Everyone has the right to education, medicine, life, etc. Ukraine is gradually moving towards Europe and over the past five years has been actively implementing a program of inclusive education. Inclusive education is a system of educational activities aimed at overcoming discrimination and exclusion of students with physical and psychological disabilities. This system of education has become in opposition to the boarding school system, where students are cut off from society. For five years, Ukraine has been actively creating inclusive classes and introducing various teaching methods. We can consider Europe as an example as a defender of democracy and human dignity. Therefore, the purpose of our work is to study the European practices of inclusive education in Ukraine. For the purpose we used the following methods: observation (throughout the study), interviews with all subjects of the learning process, inductive method, testing to check knowledge. Since the essence of inclusive education is not only the acquisition of knowledge but also comfortable growth in society, we want to pay special attention to this aspect. The results of the study showed that a special role is played by individual development of tasks for students, allowing to involve children even with psychophysiological problems. Also, a special role is played by parents and a teacher's assistant (for example, in Italy), the game form of learning, the change of activities after 10-20 minutes, group work, etc. The novelty of the study lies precisely in the analysis of the implementation and evaluation of European practices in Ukraine. The results of the study can be used in adjusting educational programs of inclusive education, communication of all subjects of training and for their qualitative implementation, as well as acquiring the importance of the role of assistant teacher

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Author Biographies

Maryna Lemeshchuk, Pavlo Tychyna Uman State Pedagogical University, Ukraine.

Candidate (Ph.D) of Pedagogical Sciences Associate Professor at Department of Special and Inclusive Education Pavlo Tychyna Uman State Pedagogical University, Faculty of Preschool and Special Education, Ukraine.

Valentina Pisnyak, Pavlo Tychyna Uman State Pedagogical University, Ukraine.

Post-Graduate Student, Lecturer of the Department of Professional Methods and Innovative Technologies in Primary School, Faculty of Primary Education, Pavlo Tychyna Uman State Pedagogical University, Ukraine.

Valentyna Berezan, Poltava V. G. Korolenko National Pedagogical University, Ukraine.

Doctor of Pedagogical Sciences, Associate Professor of the Department of Special Education and Social Work Poltava V. G. Korolenko National Pedagogical University, psychological and pedagogical faculty, Department of Special Education and Social Work, Ukraine.

Oksana Stokolos-Voronchuk, Andrei Krupynskyi Lviv medical academy, Doroshenko, Lviv, Ukraine.

Cand. of philological sciences, docent Vice-rector for scientific work Andrei Krupynskyi Lviv medical academy, Doroshenko, Lviv, Ukraine.

Natalia Yurystovska, Andrei Krupynskyi Lviv medical academy Doroshenko, Ukraine.

Candidate of Sciences in Public Administration Vice-rector for educational work Andrei Krupynskyi Lviv medical academy Doroshenko, Ukraine.

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