INCLUSIVE LEARNING TECHNOLOGIES IN THE NEW UKRAINIAN SCHOOL

Abstract

Introduction. The article raises the issue of modernization of the educational sector in Ukraine at the present stage, creation of an accessible educational space, updating and replacing traditional approaches to training and education of applicants with various technologies, effective techniques and methods, scientific achievements. The emphasis is on the humanistic paradigm of education, creation of a democratic educational environment in the light of the requirements of the National Strategy for the Development of Inclusive Education in Ukraine, wide involvement of various categories of persons in education in secondary education institutions. The issue of the fundamental principles of modern education is raised - humanism and child-centeredness, openness and accessibility, equality and flexibility. The problem of increasing the effectiveness of inclusive education of applicants through the widespread use of various technologies in the educational process is actualized. Purpose. The goal is to analyze inclusive education technologies, identify their functional and content characteristics and the specifics of their use in the educational process of the new Ukrainian school. Methods. Empirical methods (comparison), empirical-theoretical (analysis, synthesis, modeling) and theoretical (generalizing, partial), special (grouping method) methods were used. Results. The main results of the study are the identification of the need to change the system of providing educational services, improve inclusive infrastructure, create innovative adapted educational institutions, motivate teachers for continuous education, and enrich their experience in using innovative technologies in inclusive education. Originality. The scientific novelty of the research lies in the creation of an indicative model of the comprehensive development of the applicant's personality in the process of inclusive education using organizational, pedagogical, digital, and health-saving technologies. Conclusions. Our study allows us to state that the practical use of inclusive learning technologies contributes to the creation of an accessible, developing inclusive educational environment, in which all students will be equal participants and active partners in achieving the set goals. In our opinion, this allows us to recommend the practical use of the technologies considered as an effective means of training, education, development, correction, and socialization of the applicant's personality.