Inclusive Education Implementation: the Experience of the Faculty of Primary Education

Considering the current reality, there are new requirements for the organization of the educational process in higher education institutions of Ukraine. Thus, the problems and ways of the implementation of inclusive education for students with special educational needs are becoming increasingly important. The purpose of the study is to substantiate theoretically the problems and ways of implementing inclusive education in Ukraine based on the experience of the Faculty of Primary Education of H. S. Skovoroda Kharkiv National Pedagogical University. Methodology. A retrospective analysis of the development of inclusive higher education in Ukraine has been used; it has been found that it is necessary to organize an inclusive environment and implement training for students with special educational needs in higher education institutions. The study was based on the Convention on the Rights of Persons with Disabilities, Resolution of the Cabinet of Ministers of Ukraine of July 10, 2019 № 635 “On approval of the Procedure for the organization of inclusive education in higher education institutions”, educational programs on 013 Primary Education, and scientific and pedagogical works on conceptual approaches to the implementation of inclusive education; organization of training of persons with special educational needs; principles and functions of inclusive education, which indicated the need for inclusive education in higher education institutions. Results. The essence of the concept "inclusive education" has been defined. Problems of higher education of people with special needs have been described. The system of education of students with special needs has been determined. It is noted that art HUB for students and university teachers with special educational needs in H. S. Skovoroda Kharkiv National Pedagogical University has been opened. It has been determined that there are elective subjects “Fundamentals of inclusive education” (for the 3rd year students) and “Features of working with an inclusive child” (for the 4th year students) in the educational program “Primary Education” at the Faculty of Primary Education of H. S. Skovoroda Kharkiv National Pedagogical University. The educational program "Primary education with methods of special education" for applicants for the first (bachelor's) level of higher education has been described. The examples of students’ working with an inclusive child are described. Conclusions. The process of successful integration of people with special needs in a higher education institution requires a systematic solution of many tasks. Creating an environment accessible to people with special needs is becoming an unconditional requirement for the development of higher education institutions and significantly affects the competitiveness of a modern IHE

ДО ПИТАННЯ ОЦІНЮВАННЯ ТЕХНІЧНОГО СТАНУ ЗАЛІЗОБЕТОННИХ КОНСТРУКЦІЙ, ЩО ЗГИНАЮТЬСЯ

It is indicated on the ambiguity of the categories definition characterizing the technical condition of building structures. The phrases "the impossibility of guaranteeing the integrity of the structure" and "the possibility of ensuring its integrity" in the existing wording of the categories in standards lead to an intuitive installation of them, which may lead to errors. For reinforced concrete structures, the specified wording of categories is given, in which the ambiguity of their interpretations is eliminated. On the basis of the results of two-level evaluation of the bearing capacity, a boundary between the unsuitable for normal operation and the emergency technical conditions is determined. It is offered to determine the state of structure as unsuitable for normal operation, when the bearing capacity of this structure is not provided by current standards, but it is provided by the normative method that it was preceded and operated for many years. To the emergency state should be attributed the structures, bearing capacity of which is not provided in both methods. The pointed out does not contradict the current standards, but it establishes a clear line between these states. Additional classification marks of technical condition are suggested. The prospect of using the theory of plasticity and extreme properties of concrete deformation parameters for the improvement of the method of calculating the bearing capacity of bending reinforced concrete elements are substantiated. To calculate the elements in the normal section according to the nonlinear deformation model, an important role is played by the determination of the values of the limit concrete strain in the most compressed fibers, in excess of which there is the restructuring of concrete. To determine the limit of the restructuring, it is proposed to apply the criterion for maximum deformation energy. To determine the value of the ultimate loading under the shear, a variational method in the theory of plasticity and an upper bound of the limit load value are used, which corresponds to the minimum of the power of plastic strain. The results of calculating the strength of concrete and reinforced concrete elements are confirmed experimentally. It should be noted that the localization of plastic deformation in thin layers on the surface of elements destruction is realized also in less plastic high-strength concretes.Вказано на неоднозначність у визначеннях категорій технічного стану будівельних конструкцій. Для залізобетонних конструкцій наведено уточнені формулювання категорій, в яких усунуто неоднозначність їх трактувань. Запропоновано додаткові класифікаційні ознаки технічного стану. На основі результатів дворівневого оцінювання несучої здатності встановлено межу між не придатним до нормальної експлуатації та аварійним станами. Обґрунтовано перспективність використання екстремальних властивостей деформації бетону для вдосконалення розрахунку несучої здатності згинальних елементів

Innovative vector of education development in the era of global challenges

<p>The monograph defines the methodological, theoretical and practical foundations for the development of education in the modern era of global challenges. Pedagogical theory and practice as a tool for the transition of mankind to digital civilization are anasized. The theoretical basis of training the future teacher to work in a modern school is characterized. The monographic study is intended for scientists, teachers of higher and secondary schools, future teachers, as well as anyone who is interested in the problems of modern education.</p&gt