Martynchuk O.V., Skrypnyk T.V. The need for conceptualizing the terms of inclusive education in Ukraine as a challenge of the present

Contact: Olena Martynchuk, Doctor of Pedagogy, Head of the Department of Special and Inclusive Education. Institute of Human Sciences of Borys Grinchenko Kyiv University. Tetiana Skrypnyk, Doctor of Psychology, Professor of the Department of Special and inclusive education. Institute of Human Sciences of Borys Grinchenko Kyiv University.

The article is devoted to the need for a systematic review of a number of terms and concepts that are implicit in the Ukrainian legal framework for inclusive education, as well as the development of an appropriate thesaurus, characterized by internal consistency of terms and their compliance with international standards. Despite the fact that both domestic and international experts have
repeatedly pointed out inconsistencies in the legal support of inclusive education in Ukraine, a systematic review of the terminological certainty of the necessary concepts, to achieve internal coherence and compliance with international standards has not yet been carried out. Our analysis of the legal framework for inclusive education over 10 years (2010-2019) allowed us to conclude that there are such groups of shortcomings as the absence of concepts that are cornerstone for the inclusive process (the goal of inclusive education; the SMART goal as the core of an individual educational program, the creation of an inclusive environment for the entire educational institution); undisclosed content of concepts (inclusive educational environment; high-quality inclusive education, continuity, partnership); concept with content distorted beyond international standards (services, support team, potential opportunities, needs and
monitoring). The peculiarities of the legal framework of inclusive education for children with SEN reproduce a lack of understanding of the essence of inclusion, a lack of guidance on the interaction of multidisciplinary IEP teams and partnership with parents, a lack of understanding conditions that should be created for children with PLO and all children in an inclusive environment; ignoring inclusive technologies, limiting the educational process of children with SEN only to academic achievements. Therefore, now it is necessary to
carry out conceptualization of concepts on inclusive education, namely: viewing, rethinking, clarifying the content of certain definitions, bringing unorganized knowledge into the system. Such a direction of work, at our discretion, will make it possible: effective impact on public consciousness, increasing the level of inclusive competence of teachers, which will be implemented in their practice of the consistent introduction of inclusive education in educational institutions.

Key words: conceptualization, inclusive education, legal framework.