DETERMINING VECTORS AND PROGNOSTIC GUIDELINES FOR SYSTEMIC CHANGES IN THE EDUCATION OF PEOPLE WITH SPECIAL NEEDS
Abstract
The article presents significant changes in the education development for people with special needs. Based on the identified stage patterns, prognostic guidelines for further education progress in the near future have been outlined. It has been emphasized that the systemic nature of transformational educational changes requires the identification of certain factors that hinder the sustainable spread of innovative practices that contribute to the socio-academic integration of people with special needs. Priority measures that can ensure high-quality progressive education development for people with special needs in Ukraine have been outlined. Among them is the introduction of inclusive education as a powerful means of achieving social integration.
It has been emphasized that the legislative recognition of inclusive tendencies imperative leads to the systemic destruction of educational segregation in Ukraine, and inclusion is defined in the national educational system as a fundamental transformational-reforming social-educational tendency. It has been stressed out that today anthropocentrism is a socio-cultural development vector of Ukrainian society, and the practical implementation of innovative worldviews and pedagogical ideas is a complex and critical activity. Among the change vectors, the technologization of the educational sphere is a modern practice-oriented mechanism for implementing new ideas. The determining condition for its implementation is the specialists training in education sphere.
The article emphasizes that the education system restructuring for people with special needs should be provided by a comprehensive solution of problems related to regulatory, organizational, personnel, scientific and educational support.
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