Право/ 1. История государства и права.
MYSUK Y.I.,
postgraduate student of Theory and Philosophy of Law department
ILP NU Lviv Polytechnic
The improvement of functioning of higher educational
institutions in terms of inclusive education
The problem of legal regulation of the right to education of persons
with special needs is particularly relevant today. The specified is due not
only to the European integration process and the need for implementation of
international standards to ensure the proper legal status of persons with special
needs. But also with the fact that due to environmental degradation and military-political
problems of our country the number of young people with poor health condition
is constantly growing. We’ll illustrate the above said with the following data.
According to the Civil Service of statistics for 2015 the number of people who
reported having a chronic (6 months or more) disease or health problems among
children of 16-17 years are as follows - 26.8 thousand girls and 37, 9 thousand
boys [1].
The decision of the Cabinet of Ministers of Ukraine from May 12, 2007 №
716 "State program of development of rehabilitation and employment of
persons with special needs, mental illness and mental retardation for the
period up to 2011" states that the number of disabled students is 0.4% of
the total number of people enrolled in higher education. Only 14% of disabled
people of working age are engaged in economic activity [2]. Although a
normative act has expired, however statistics that is given there is still
representative part of modern legal reality.
Persons with special needs should be provided with equal access to
educational services, including higher education. Such normative requirements
require the implementation by higher educational institutions a set of measures
in this area.
1. Technical ensuring the possibility of people with special needs a
physical access to classrooms and other infrastructure. Primarily this applies
to physical access to premises, classrooms, libraries, dining rooms, assembly
halls and other infrastructure. In particular, this can be lifts, ramps,
mechanical equipment and so on.
2. Regulatory and legal support of educational process by taking the
overall concept of inclusive education in universities, regulations on
educational institution on the educational process of students with special
needs, provisions on curator of inclusive academic groups, the provision on
students with special needs residence in hostels and other.
3. The improvement of methodical work of departments and institutions to
provide training materials for students with special needs according to their
perception capabilities (the development of special courses, interactive
applications, dispensing and visual material, and audio material in electronic
form, printing of educational materials in a larger font, etc.).
4. Changes in the structure of the institution by the introduction of a
special administrative apparatus (e.g. Vice Rector) on inclusive education, curators
of academic groups, student government interaction centers, and parent councils
on appropriate level of the right to education of students with special needs.
5. Creating of special centers for students with special needs that
facilitate adaptation to the educational space, carried out monitoring of
students’ learning, the problems they face, helping them to decide, carried out
mediatory functions between students and higher educational institutions
direction. As scientists point out the creation of centers of spiritual,
intellectual development and professional rehabilitation of young people with
disabilities make it possible to form a database, carry out professional
diagnostics, development of individual programs, and education escort with
elements of socio-cultural, spiritual and psychological development [3, p.229].
6. To carry out a specialized work among professors and teaching staff
on the specifics of working with such students. The increasing of inclusive
competency of teachers by conducting short-term training courses and seminars
on the subject of inclusive education, trainings, multidisciplinary conciliums,
open lessons that demonstrate professional growth and provide an opportunity to
identify further tasks of their own and team activities.
While working in inclusive groups not only curators, but teachers should
provide special approach to such students, have appropriate pedagogical
techniques.
In discussing the learning outcomes of students with disabilities we
should avoid sharp criticism, comparing their mistakes with shortcomings and
success of other students. It is necessary to focus the student with special
needs not on his failures, but on moving forward in overcoming difficulties,
demonstrating belief in the ultimate success. It makes sense the removal of
unflattering ratings in the early stages of learning, the creation of
additional opportunities to improve educational achievements [4, p. 43]. But we
cannot allow some "compassionate" attitude towards such students in
order not to offend them and set all academic group against them.
So, working with students with special needs requires from higher
educational institution complex organizational, technical, legal, economic and
educational measures for an adequate level of inclusive education for students
with special needs.
Література:
1. Державна
служба статистики. Самооцінка населення стану здоров’я та рівня доступності
медичної допомоги у 2015 році // www.ukrstat.gov.ua
2. Державна програма розвитку системи реабілітації та
трудової зайнятості осіб з обмеженими фізичними можливостями, психічними
захворюваннями та розумовою відсталістю на період до 2011 року: Постанова Кабінету Міністрів України
від 12.05.2007 № 716 //
Офіційний вісник України від 01.06.2007 - № 37.
3. Чайковський М. Вітчизняний досвід
інтегрованого та інклюзивного навчання у системі вищої освіти / М. Чайковський // Людинознавчі студії.
Педагогіка. - 2015. - Вип. 1(33). - С. 227-232. - Режим доступу:
http://nbuv.gov.ua/UJRN/Lstud_2015_1(33)__29
4. Попович О. Професійна підготовка учнів з обмеженими можливостями / О. Попович // Психолог. — 2012. — № 18. — С. 41–49.