Mysіuk Julіia
Postgraduate student of the theory
of state and law department,
National University "Lviv
Polytechnic"
The principles of inclusive educational environment
We should consider the principles of
the inclusive educational environment, which are the basic concepts for
realization of the right to education of all persons, including people with
disabilities. Based on the analysis of scientific views that exist in various
fields of humanitarian knowledge, we will highlight the following principles.
1. Humanization of the educational environment. Defending the
prerogative principle of the value of each person for the society and state,
creating conditions for the fullest and most optimal form of realization of the
right to education of each person, taking into consideration human rights and
freedoms, personal interests, possibilities, desires and potential, taking into
consideration a personality-oriented approach and on the basis of "human
centered" ideology.
2. Elasticity of education, that is, "recognition that children
learn at different rate, and also that teachers need special skills to conduct
them in an elastic way in the learning process [1, p.304]. This principle is
based on taking into consideration the individual features of a person and the
absence of a "single bar" for assessing knowledge and skills.
3. Such an approach in the
educational process that would equate all persons in obtaining knowledge proved
its inefficiency, moreover - is a direct obstacle in obtaining knowledge for
persons with special educational needs. The reassessment of the education
priority goals is in that its results are recognized as important not only as
an indicator of the success of the educational process but also as an
instrument of successful activity outside the educational system, i.e., in the
life of society. The result of education in general should not be considered
the amount of subject-specific knowledge and skills, but the ability of a
person to act in a variety of life-problematic situations. The above said, by
the way, concerns both individuals who have both outstanding achievements and
problems with the learning of information.
4. Accessibility of education for all persons who have expressed a
desire to receive educational services, regardless of any discrimination
factors, including the state of health of persons. It provides the creation of
appropriate technical, physical and intellectual aspects that would provide
access to educational services.
5. Flexibility and openness of education, including the ability to
respond promptly to changes and challenges, which results in the modernization
of the forms, principles, approaches and means of the educational environment.
This principle provides a meaningful and technological updating of educational
institutions, educational programs, means of acquiring knowledge and a wide
range of their practical development.
6. Complexity of the legal policy in the field of inclusiveness, which
involves not only the introduction of separate elements of the integration of
persons with disabilities into the general education space, but the creation of
a fully-fledged systematized political and legal field for the functioning of
the inclusive environment as a form of education for all. The inclusion of the educational
space, in addition to the educational sphere itself, includes the improvement
of the legal policy in the political, socio-demographic, educational, economic,
medical sphere of the social structure of the state.
7. Systemacy of inclusive educational space. The displayed education
system provides the right to education based on the ideology of inclusiveness
at all levels of education services, continuity of the educational process, its
grade, that include principles of inclusiveness in various stages of formation
and growth of the individual from preschool education to the education acquired
at universities and further in education for adults. Inclusive education should
be introduced in the whole educational community and all levels of education: school
- college - University - Graduate School - and postgraduate education course.
8. Scientific and technical excellence of the educational space, which
provides socio-legal, organizational and technical conditions and tools for the
functioning of inclusive education. This principle defines the need for
monitoring and analytical activities, expert assessment of inclusive
technologies, and forecasting activities to improve inclusive practices in line
with the development of innovative methodological approaches and tools.
9. The principle of social partnership, which requires active social
and activity component and responsibility of all agents of inclusive education,
i.e., active interaction of educational institutions, government departments,
services, correctional and rehabilitation centers, community and volunteer
organizations and families. As the scientists point out, "the inclusion is
based on the concept of "normalization", which is based on the idea
that life and daily life of people with disabilities should be as close as
possible to the conditions and lifestyle of the entire community [2, p.12].
Literature:
1. Нестайко І. Концептуальні основи
інклюзивного навчання / І. Нестайко // Психолого-педагогічні проблеми сільської школи. - 2013. - № 47. - С. 301-307.
2. Колупаєва А. А. Інклюзивна освіта як
трансформаційна стратегія сучасної освітньої політики / А. А. Колупаєва //
Актуальні проблеми навчання та виховання людей з особливими потребами. - 2010.
- № 7. - С. 11-19