WORLD EXPERIENCE OF INCLUSIVE EDUCATION

Abstract

The article discusses the main trends in the global practice of implementing inclusive education. It presents the specifics of education development in the Netherlands, the United States, Japan, and Canada. In Europe, the process of educational integration was based on the results of an experiment involving "school counselling services," which included specialists who conducted examinations of children, corrective and developmental work outside of school hours, and educational work among parents. This led to the creation of a system of internal support for children with SEN in mainstream schools.

Negative trends that arose in schools in connection with the joint education of pupils were analysed. A model for providing psychological and pedagogical assistance to children with special educational needs was presented, the structure of which includes counselling, corrective and career-oriented education. The inclusive education system pays particular attention to involving parents in cooperation with the school.

Inclusive education in the UK has resource support (specialist, teaching assistant, additional teacher, therapist), and may have special classes and special equipment. The difficulties and problems of the English inclusion system have been identified, as well as positive trends, which consist of traditions of charity, the influence of the mass media, the active work of public associations, unions, assemblies, the gradual nature of the process, and its consistency (preschool institutions – school – higher education). In the United States, parents play a role in the educational inclusion process in determining the individual approach (plan). They are present in all areas of their child's school life, can appeal the programme and influence any decision made by the school. A distinctive feature of the American system of inclusive (joint) education of children is the removal of a student from the OOP in case of aggressive behaviour, which is corrected by special measures.

An analysis of the Japanese inclusive education system has shown an emphasis on training teachers who have special skills in psychology, medical care, and communication. It has been found that the result of the work of inclusive education teachers is to educate children in such a way that in the future, ordinary children and children with special educational needs can understand each other and live fully in society. 

Five models of inclusive education in Canada are presented, each of which takes into account the various educational, organisational, procedural, corrective and developmental features of inclusive processes. For example, resource rooms provide opportunities to overcome difficulties in behaviour, learning, volitional regulation, communication and socialisation of students. It is concluded that modern global inclusive education has generally accepted state, educational, corrective and developmental strategies for involving children with special educational needs in joint learning and upbringing, as well as individual features of the inclusive educational process that reflect the state and public needs of society as a whole.