Inclusive pedagogy as a scientific factor of development of competence in the field of inclusive education of children with special educational needs

Contact: Martynchuk Olena, PhD in Pedagogical Sciences, the Chairholder of the Chair of Special Psychology, Special and Inclusive Education of the Institute of Human Sciences of Kyiv Borys Hrinchenko University, Ukraine. Professional interests: inclusive education for children with special educational needs, training of future special teachers for work in the inclusive environment.

 The article presents foreign scientific researches on the conceptualization of inclusive pedagogy / pedagogy of inclusive education as a pedagogical approach to the teaching of all children in the general educational space; outlines the essence of inclusive pedagogical staff, which form the theoretical basis for inclusive pedagogy as a science: Universal Design for Learning; Differentiated Instruction; The Inclusive Pedagogical Approach in Action Framework; it is defined the factor contributing to the conceptualization of inclusive pedagogy and it is formulated as the need for teachers who implement inclusive education in scientific and methodological literature that takes into account their professional perception of approaches to the implementation of inclusive policies in the classroom. The author of the article presents a number of general principles formulated by T. Loreman, on which the pedagogy of inclusive education / inclusive pedagogy may be based; outlines the views of T. Loreman, a leading foreign scientist in the field of inclusive education, on the scientific development and practical testing of universally accepted and widely presented inclusive pedagogical approaches; further directions of researches for determination of their efficiency are singled out. The article concludes that inclusive pedagogy / pedagogy of inclusive education is at the stage of its active development; in foreign and national scientific literature, sufficient research has been accumulated that enables the recognition of inclusive pedagogy as a main determinant, a scientific factor for the formation of competences of teachers in the field of inclusive education. It is noted that in Ukraine inclusive pedagogy is a relatively young branch of pedagogical knowledge, which began to develop as a result of intensification of the public inquiry into the theory and methodology of teaching and upbringing children with different special educational needs in terms of educational inclusiveness and preparing teachers to work with such children in inclusive educational space.

Key words: Inclusive pedagogy, pedagody for inclusive Education, universal design for learning; Differentiated Instruction; The Inclusive Pedagogical Approach in Action Framework.