Inclusive Education Importance and Problems for Students Social Integration

The article relevance. Modern concepts of education development, recognition of the uniqueness and self-worth of human individuality have led to the search for ways to socialize individuals with disabilities, to the development of new pedagogical strategies aimed at developing ideas of independent life for this category of the population. The research purpose is to study the features and identify ways to improve the quality of inclusive education. Research methods: as a research method, we used a questionnaire survey as a method of collecting primary information, which allows us to identify various aspects related to the problems of formation and perception of inclusive education by participants in the educational process. Research results: the article describes the peculiarity of the current stage of inclusive education development, analyzes the social mechanisms for improving the quality of inclusive education. The novelty and originality of the research lies in the fact that for the first time the correspondence of the existing model of inclusive education to the needs of a significant part of the educational process subjects was investigated. It is shown that, from the point of view of educational services’ consumers, a significant obstacle to improving the quality of inclusive education is the orientation of the education system on results, and not the educational process. It is revealed that the main functions of an inclusive school are educational, career-oriented, educational, and integrative. It is shown that relationships with teachers are a significant factor of psychological stress in inclusive classes. It is found that inclusive classes are sufficiently distanced from interaction with the local community. It is shown that teachers lack the skills of teamwork and confident behavior of the teacher in the presence of another adult in the classroom. It is revealed that the inclusive school is currently characterized by a high level of internal unity, but is not focused on external relations with the local community.  It is shown that parents, unlike students, note the creation of an accessible environment only for certain categories of children with disabilities (including children with musculoskeletal disorders), but not for children with sensory disorders (vision and hearing). Practical significance: the data Obtained in this work can be used in psychological research, pedagogical Sciences, age psychology, as well as for further theoretical development of this issu

Inclusive Education Importance and Problems for Students Social Integration

The article relevance. Modern concepts of education development, recognition of the uniqueness and self-worth of human individuality have led to the search for ways to socialize individuals with disabilities, to the development of new pedagogical strategies aimed at developing ideas of independent life for this category of the population. The research purpose is to study the features and identify ways to improve the quality of inclusive education. Research methods: as a research method, we used a questionnaire survey as a method of collecting primary information, which allows us to identify various aspects related to the problems of formation and perception of inclusive education by participants in the educational process. Research results: the article describes the peculiarity of the current stage of inclusive education development, analyzes the social mechanisms for improving the quality of inclusive education. The novelty and originality of the research lies in the fact that for the first time the correspondence of the existing model of inclusive education to the needs of a significant part of the educational process subjects was investigated. It is shown that, from the point of view of educational services’ consumers, a significant obstacle to improving the quality of inclusive education is the orientation of the education system on results, and not the educational process. It is revealed that the main functions of an inclusive school are educational, career-oriented, educational, and integrative. It is shown that relationships with teachers are a significant factor of psychological stress in inclusive classes. It is found that inclusive classes are sufficiently distanced from interaction with the local community. It is shown that teachers lack the skills of teamwork and confident behavior of the teacher in the presence of another adult in the classroom. It is revealed that the inclusive school is currently characterized by a high level of internal unity, but is not focused on external relations with the local community.  It is shown that parents, unlike students, note the creation of an accessible environment only for certain categories of children with disabilities (including children with musculoskeletal disorders), but not for children with sensory disorders (vision and hearing). Practical significance: the data Obtained in this work can be used in psychological research, pedagogical Sciences, age psychology, as well as for further theoretical development of this issueRelevancia del artículo. Los conceptos modernos de desarrollo educativo, el reconocimiento de la singularidad y la autoestima de la individualidad humana han llevado a la búsqueda de formas de socializar a las personas con discapacidad, al desarrollo de nuevas estrategias pedagógicas destinadas a desarrollar ideas de vida independiente para esta categoría de la población. . El propósito de la investigación es estudiar las características e identificar formas de mejorar la calidad de la educación inclusiva. Métodos de investigación: como método de investigación, utilizamos una encuesta cuestionario como método de recolección de información primaria, que nos permite identificar diversos aspectos relacionados con los problemas de formación y percepción de la educación inclusiva por parte de los participantes en el proceso educativo. Resultados de la investigación: el artículo describe la peculiaridad de la etapa actual de desarrollo de la educación inclusiva, analiza los mecanismos sociales para mejorar la calidad de la educación inclusiva. La novedad y originalidad de la investigación radica en que por primera vez se investigó la correspondencia del modelo existente de educación inclusiva con las necesidades de una parte significativa de los sujetos del proceso educativo. Se muestra que, desde el punto de vista de los consumidores de los servicios educativos, un obstáculo importante para mejorar la calidad de la educación inclusiva es la orientación del sistema educativo a los resultados y no al proceso educativo. Se revela que las principales funciones de una escuela inclusiva son educativas, vocacionales, educativas e integradoras. Se demuestra que las relaciones con los profesores son un factor significativo de estrés psicológico en las clases inclusivas. Se encuentra que las clases inclusivas están suficientemente alejadas de la interacción con la comunidad local. Se demuestra que los profesores carecen de las habilidades de trabajo en equipo y del comportamiento confiado del profesor en presencia de otro adulto en el aula. Se revela que la escuela inclusiva se caracteriza actualmente por un alto nivel de unidad interna, pero no está enfocada a las relaciones externas con la comunidad local. Se muestra que los padres, a diferencia de los estudiantes, notan la creación de un entorno accesible solo para ciertas categorías de niños con discapacidades (incluidos los niños con trastornos musculoesqueléticos), pero no para los niños con trastornos sensoriales (visión y audición). Importancia práctica: los datos obtenidos en este trabajo pueden ser utilizados en investigación psicológica, ciencias pedagógicas, psicología de la edad, así como para un mayor desarrollo teórico de este tema