Globa A., Vykhovanets B. Protective-pedagogical regime in inclusive education of children with special educational needs

Contact: Globa Alexander, Doctor of Pedagogical Sciences, Professor at the Department of Orthopedagogy, Orthopsychology and Rehabilitation at MP Dragomanov National Pedagogical University, Kyiv, Ukraine. In the area of scientific interests: the problem of early detection, prevention and correction of disorders of the musculoskeletal system in children and adults with the use of innovative technologies. 

Vykhovanetc Boris, PhD student of the Department of Orthopedagogy, Orthopsychology and Rehabilitation at MP Dragomanov National Pedagogical University, Kyiv, Ukraine. In the sphere of scientific interests: development and introduction of innovative technologies of diagnostics and correction of psychophysical state in children and adults.

This article examines the features of introducing the inclusive training model in Ukrainian educational system as a part of European Educational Area. The process of the special education reforming began with the approval by the Cabinet of Ministers of Ukraine of the National Strategy of Reforming the System of Institutional Care and Parenting for 2017-2026. The authors give the thorough analysis of research of Ukrainian scientists and practitioners in the field of psycho-correctional pedagogy, speech therapy, typhoid pedagogy, special
psychology, orthopedagogy, complementary rehabilitation, which differ in a variety of aspects and directions, provide factual material, indicates the prospect of overcoming the difficulties of inclusive education in Ukraine. Scientists argue that the content, forms and methods of teaching and educating children with peculiar psychophysical development should be correctively directed, they
should not only facilitate the assimilation of knowledge and skills, shape behavior, but also be directed to correcting psychophysical deficiencies. A child with psychophysical disorders needs an organized exact, consistent, convenient and gentle system that is able to ease the child’s load, create optimal conditions for his activity, interest in learning, create the atmosphere for a cheerful mood,
save, restore the nervous forces of the child, and promote overall strengthening of his body. The decisive condition for the inclusive education of children with special educational needs is the creation of an inclusive space, primarily implies the presence of specially trained teachers, a specially prepared educational environment, material and technical support. The effectiveness of educational,
correctional, rehabilitation, therapeutic and preventive work in an inclusive institution largely depends on the coordination of actions on children with the peculiarities of the psychophysical development of all members of the team of psychological, medical and pedagogical support specialists. The specially organized, individually determined system of monitoring the health of students of inclusive educational institutions, the use of rapid technologies for early diagnosis and disease prevention on the basis of a holistic approach to assessing the state of the organism is more than important. Thus, it should ensure close cooperation between the specialist and the child, it will help to reduce the time and cost of the examination and therapy, conduct systematic dynamic quality control of correctional and rehabilitation services, provide timely assistance and improve the quality of life. According to the authors, it is necessary to modernize special education and on the basis of experimental data to determine the system of indicators of child integration into a mass general education institution.

Key words: inclusive education, Inclusion and Resource Centers, correctional-directed education, guard-pedagogical system, complementary rehabilitation.