Keywords: inclusive education, inclusive environment, students with disabilities, integrated approach


The article deals with such concepts as “integrated approach”, “inclusive environment” and “inclusive education”. Various problems of inclusive process domestic science are analyzed. The peculiarities of integrated training of persons with special needs are identified. The integration of persons with disabilities into society has become a leading trend based on the recognition of their social equality. With this understanding, the allocation of people with physical disorders becomes unacceptable, which is fixed by law at the state level. The ideas of integration are implemented in the context of public opposition to any manifestation of discrimination. There is a rejection of the terms “disabled”, “abnormality”, “handicap”, instead of which the terms “person with disabilities”, “special needs”, “normalization” and others are used. The new terminology is aimed at humanizing society and meets the main goal of integration into society of people with special needs. The regularities, processes and peculiarities of integration into society of people with special needs due to higher education are analyzed. The inclusion in the educational environment, in vocational training and further employment is considered. The analysis of pedagogical, psychological, philosophical theoretical sources shows a steady increase in scientific interest in creating an educational environment in higher educational institutions, potentially harmonizing the development of physical and spiritual forces, abilities, endowment of the individual, optimizes the realization of potential in the conditions of humanization of society, the formation of internal intellectual and moral freedom of man. The article covers the organization of the educational process of students with disabilities, since it is aimed at justifying the forms and methods of revitalization of their educational and cognitive activities. The ways of implementation of educational activities of this category of population are outlined, practical recommendations, forms and methods of gnoseological activity of students are presented, the basis of which was the author's many years of experience in teaching at the Faculty of Social Pedagogy and Psychology using various educational qualification levels and forms of education. The article is aimed at pedagogical staff who provide the educational process for young people with disabilities, lecturers of various disciplines.


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How to Cite
Gladysh, M. O. (2021). DEVELOPMENT OF INCLUSIVE EDUCATION SYSTEM IN HIGHER EDUCATION INSTITUTION. Pedagogical Sciences: Theory and Practice , 2(1), 112-116.