MODELOWANIE PROCESU ROZWOJU EDUKACJI WŁĄCZAJĄCEJ NA UKRAINIE
Mariana M. Kovtoniuk
kovtonyukmm@vspu.edu.uaVinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Faculty of Mathematics, Physics and Computer Sciences (Ukraina)
http://orcid.org/0000-0002-7444-1234
Olena P. Kosovets
Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Faculty of Mathematics, Physics and Computer Sciences (Ukraina)
http://orcid.org/0000-0001-8577-3042
Olena M. Soia
Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Faculty of Mathematics, Physics and Computer Sciences (Ukraina)
http://orcid.org/0000-0002-0937-299X
Olga Yu. Pinaieva
Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Educational and Scientific Institute of Pedagogy, Psychology, Training of Highly Qualified Specialists (Ukraina)
http://orcid.org/0000-0002-8829-1388
Vira G. Ovcharuk
Vinnytsia National Technical University, Physical Education Department (Ukraina)
http://orcid.org/0000-0002-0648-7994
Kuralay Mukhsina
Institute of Information and Computing Technologies of the CS MES RK (Kazachstan)
http://orcid.org/0000-0002-8627-1949
Abstrakt
W artykule przedstawiono wyniki badań nad procesem wdrażania zasad edukacji włączającej na Ukrainie, uzasadniono ich znaczenie w warunkach rozwoju społeczeństwa demokratycznego i europejskiej polityki integracyjnej państwa. Opisano zasady krajowej polityki państwa w zakresie edukacji włączającej, jej wsparcie regulacyjne i prawne oraz międzynarodową praktykę świadczenia usług edukacyjnych obywatelom ze specjalnymi potrzebami. Przeanalizowano najlepsze doświadczenia z wdrażania integracji w procesie edukacyjnym placówek przedszkolnych, ogólnokształcących, zawodowych i wyższych. Opracowano oficjalne dane statystyczne dla Ukrainy dotyczące całkowitej liczby osób niepełnosprawnych; dostępność specjalnych szkół średnich (internatów) i ich zespołów; liczby dzieci niepełnosprawnych w placówkach wychowania przedszkolnego, uczniów niepełnosprawnych w dziennych placówkach ogólnokształcących, osób niepełnosprawnych w placówkach kształcenia zawodowego (zawodowego i technicznego), osób niepełnosprawnych wśród studentów szkół wyższych itp. Uzasadniono wagę i celowość naukowego opracowania zasad edukacji włączającej, jej praktyczne zastosowanie oraz badanie efektu społeczno-ekonomicznego. Zaprezentowano graficzną wizualizację stosunku zatrudnionych osób z niepełnosprawnościami do osób sprawnych, liczby dzieci, uczniów i studentów ze specjalnymi potrzebami edukacyjnymi w instytucjach edukacyjnych Ukrainy.
Słowa kluczowe:
edukacja włączająca, środowisko włączająceBibliografia
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Autorzy
Mariana M. Kovtoniukkovtonyukmm@vspu.edu.ua
Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Faculty of Mathematics, Physics and Computer Sciences Ukraina
http://orcid.org/0000-0002-7444-1234
Autorzy
Olena P. KosovetsVinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Faculty of Mathematics, Physics and Computer Sciences Ukraina
http://orcid.org/0000-0001-8577-3042
Autorzy
Olena M. SoiaVinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Faculty of Mathematics, Physics and Computer Sciences Ukraina
http://orcid.org/0000-0002-0937-299X
Autorzy
Olga Yu. PinaievaVinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Educational and Scientific Institute of Pedagogy, Psychology, Training of Highly Qualified Specialists Ukraina
http://orcid.org/0000-0002-8829-1388
Autorzy
Vira G. OvcharukVinnytsia National Technical University, Physical Education Department Ukraina
http://orcid.org/0000-0002-0648-7994
Autorzy
Kuralay MukhsinaInstitute of Information and Computing Technologies of the CS MES RK Kazachstan
http://orcid.org/0000-0002-8627-1949
Statystyki
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