Інклюзивне навчання в університетах та коледжах Канади
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Дата
2014
Назва журналу
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Назва тому
Видавець
Анотація
У статті здійснено аналіз сучасних наукових підходів до навчання людей з особливими потребами у ВНЗ, з’ясовано стан розробленості проблеми у вітчизняному науковому просторі. Представлено законодавче підґрунтя інклюзивного навчання в університетах Канади на національному та провінційному рівнях. Охарактеризовано особливості розвитку інклюзивного навчання студентів з особливими потребами в університетах Канади. Дано рекомендації щодо реалізації інклюзивного навчання студентів з особливими потребами у ВНЗ України.
The article represents analysis of modern scientific approaches to education of people with special needs in higher educational establishments. The state of issue elaboration by native scientific area has been given. The legislative foundations of inclusive education in universities of Canada at the national and provincial levels have been outlined. Canadian legislation foresees elaboration of inclusive curriculum and programs, policy and services, educational equipment, teaching techniques and evaluation methodology, overcoming of existing barriers (extra difficulties, support in needs), creating friendly surrounding through the policy of tolerance, improvement of teaching stuff qualification in the work with students with special needs, work with the secondary education system to promote transition to higher education system, work with business community aimed at promotion of transition from higher education to the world of work, collecting statistical data to monitor, prevent and improve systematic discrimination and manage educational policy and processes. Important role in providing educational and social development of people with special needs is played by national and public organizations. Institutional policy concerning adaptation of and access improvement for students with special needs is fulfilled in most universities and colleges. Peculiarities of inclusive education of students with special needs at Canadian universities have been characterized. Inclusive education in Canada had some barriers and resistance of educators but with the time passing positions of educators were changing from adaptation to detailed and positive acceptance of inclusive practice. Basic issues of scientific research in the period of inclusive movement were implementation, financing and support, professional development. Philosophic assumptions concerning inclusive movement were based on social justice, civil rights and equity and gradually differed from the concepts of exclusivity and special education. In the result of research recommendations concerning realization of inclusive education in higher educational institutions of Ukraine have been offered.
The article represents analysis of modern scientific approaches to education of people with special needs in higher educational establishments. The state of issue elaboration by native scientific area has been given. The legislative foundations of inclusive education in universities of Canada at the national and provincial levels have been outlined. Canadian legislation foresees elaboration of inclusive curriculum and programs, policy and services, educational equipment, teaching techniques and evaluation methodology, overcoming of existing barriers (extra difficulties, support in needs), creating friendly surrounding through the policy of tolerance, improvement of teaching stuff qualification in the work with students with special needs, work with the secondary education system to promote transition to higher education system, work with business community aimed at promotion of transition from higher education to the world of work, collecting statistical data to monitor, prevent and improve systematic discrimination and manage educational policy and processes. Important role in providing educational and social development of people with special needs is played by national and public organizations. Institutional policy concerning adaptation of and access improvement for students with special needs is fulfilled in most universities and colleges. Peculiarities of inclusive education of students with special needs at Canadian universities have been characterized. Inclusive education in Canada had some barriers and resistance of educators but with the time passing positions of educators were changing from adaptation to detailed and positive acceptance of inclusive practice. Basic issues of scientific research in the period of inclusive movement were implementation, financing and support, professional development. Philosophic assumptions concerning inclusive movement were based on social justice, civil rights and equity and gradually differed from the concepts of exclusivity and special education. In the result of research recommendations concerning realization of inclusive education in higher educational institutions of Ukraine have been offered.
Опис
Ключові слова
інклюзивне навчання, студенти з особливими потребами, люди з обмеженими можливостями, університети і коледжі, inclusive education, students with special needs, disabled people, university and colleges
Бібліографічний опис
Чирва, А. С. Інклюзивне навчання в університетах та коледжах Канади [Текст] / А. С. Чирва // Педагогічні науки: теорія, історія, інноваційні технології: науковий журнал / Міністерство освіти і науки України, Сумський державний університет імені А. С. Макаренка ; редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін. – Суми : СумДПУ імені А. С. Макаренка, 2014. – № 5 (39). – С. 27–35.