INCLUSIVE EDUCATION IN PRIMARY SCHOOL: ORGANIZATIONAL AND PEDAGOGICAL ASPECT

• Олена Віталіївна Боровець

  Рівненський державний гуманітарний університет

Abstract. The article reveals the essence of the concept of "inclusive education" as a specially organized and managed educational process of interaction between teachers and pupils in the institution of general secondary education, based on the principles of non-discrimination, taking into account the diversity of people, effective involvement and inclusion in the educational process of all its participants. The author focuses on organizational and pedagogical aspects of the organization of inclusive education in the modern primary school. Therefore, in the context of the implementation of the “New Ukrainian School” Concept, the creation of an inclusive educational environment, the effective functioning of which is characterized by a set of pedagogical, psychological and sociological conditions, is of great importance.

The author notes that children with special educational needs in an inclusive class learn together with pupils of normative development, therefore the process of inclusive learning is organized on the principles of differentiated and individual approach. It is emphasized that the teacher in the inclusive classroom plans his own activity, the work of the teacher’s assistant and the educational activities of all pupils. It is noted that, that depending on the particular educational needs of the child (a disability), a tailored educational program, individual development plan and individual curriculum of a pupil are created.

The article analyzes the role of teamwork of inclusive education professionals in the process of organizing inclusive education in primary school. The role of interaction between a teacher and a teacher’s assistant in this process is outlined as they each have their own responsibilities as well as responsibilities that may be shared by them regarding different aspects of the educational process. The duties of a teacher’s assistant, who together with a class teacher provides social and pedagogical support for children with special educational needs, are analyzed.

Author advocates the idea that in an inclusive learning environment, every child, regardless of physical or psychological characteristics, should realize the right to education and self-realization by means of comprehensive assistance from highly qualified specialists.

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