ARRANGEMENT OF A BARRIER-FREE CLASSROOM OF A PRIMARY SCHOOL IN UKRAINE IN THE CONDITIONS OF INCLUSIVE LEARNING

• Олена Боровець

  Рівненський державний гуманітарний університет

The article deals with the problem of arrangement a barrier-free classroom space of a primary school in Ukraine in the conditions of inclusive education. The author proves that nowadays in Ukraine, an important condition for the organization of inclusive education is the planning and arrangement of a barrier-free space of a general secondary education institution in general and a classroom in particular, where all students will have no obstacles to mastering knowledge, skills, competences, where individual needs will be taken into account capabilities and characteristics of each student. Attention is focused on the fact that barriers in the educational space can be physical, social, and psychological. The following types of barrier-free accessibility are defined: physical, informational, digital, social and civil, economic, educational. Educational accessibility implies equal opportunities and free access of citizens to educational services throughout life.

The author characterized a number of aspects of barrier-free accessibility that should be paid attention to when designing and equipping a classroom of a modern primary school, taking into account the principles of universal design and the requirements of the Concept of New Ukrainian School, in particular, unhindered access to equipment and furniture for all participants in the educational process, taking into account sanitary and hygienic norms and rules, sufficient size and space, etc.

In was concluded that the arrangement of a barrier-free space in the classroom of primary school is one of the most important conditions for the implementation of the principles of inclusive education, which involves ensuring equal opportunities and free access to education for all students, including children with disabilities. The organization of a barrier-free educational environment is based on normative documents, requires the coordination of actions and the unification of efforts of specialists at the national, regional, and local levels, within the boundaries of an educational institution, and a class.

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