European practices of inclusive education (experience for Ukraine)

In the era of globalization, there is a process of democratization and openness of society. The value of human beings, their dignity, and their lives are being redefined and given new meaning. Race, gender, gender, social stratum, physical and mental capabilities are no longer “criteria” for being in society. Everyone has the right to exercise his or her rights. Everyone has the right to education, medicine, life, etc. Ukraine is gradually moving towards Europe and over the past five years has been actively implementing a program of inclusive education. Inclusive education is a system of educational activities aimed at overcoming discrimination and exclusion of students with physical and psychological disabilities. This system of education has become in opposition to the boarding school system, where students are cut off from society. For five years, Ukraine has been actively creating inclusive classes and introducing various teaching methods. We can consider Europe as an example as a defender of democracy and human dignity. Therefore, the purpose of our work is to study the European practices of inclusive education in Ukraine. For the purpose we used the following methods: observation (throughout the study), interviews with all subjects of the learning process, inductive method, testing to check knowledge. Since the essence of inclusive education is not only the acquisition of knowledge but also comfortable growth in society, we want to pay special attention to this aspect. The results of the study showed that a special role is played by individual development of tasks for students, allowing to involve children even with psychophysiological problems. Also, a special role is played by parents and a teacher's assistant (for example, in Italy), the game form of learning, the change of activities after 10-20 minutes, group work, etc. The novelty of the study lies precisely in the analysis of the implementation and evaluation of European practices in Ukraine. The results of the study can be used in adjusting educational programs of inclusive education, communication of all subjects of training and for their qualitative implementation, as well as acquiring the importance of the role of assistant teache

Psycho-Pedagogical Experience of Intellectual Education in the Views of Ukrainian and Foreign Pedagogues as the Basis of Modern Neuropedagogy

It is extremely important to reconsider psycho-pedagogical experience in the problem of intellectual education that is mainly highlighted on the pages of the leading periodical “Sovetskaya Pedagogika”. The research hypothesis is the possibility of using the pedagogical experience of the journal’s co-authors to justify the basic principles of neuropedagogy, which became widespread after its publication had ended. The research aims to identify and generalize the main areas of intellectual education on the pages of the journal based on a holistic retrospective analysis of professional publications and, thus, identify the factual material and theoretical approaches which have formed the basis of modern neuropedagogy. Research methods involve a set of general scientific and psycho-pedagogical methods: systematic search methods (identification, theoretical analysis and systematization of historical-and-pedagogical works and materials of pedagogical periodicals); historical-and-retrospective methods (analysis of the content and characteristics of reflection and solving of problems related to intellectual education on the pages of the journal); comparative methods (comparison of events, phenomena and facts mentioned in the journal, in particular, the views of national and international theorists and practitioners on the problems of intellectual education, which have formed the basis of modern neuropedagogy). In the paper, theoretical generalization and a new approach to solving a topical problem of generalizing the main areas of intellectual education on the pages of the periodical, namely, the problem of intellectual education in the context of developing an idea on the individual’s harmonious development; a comprehensive approach to the problem of intellectual education on the pages of the periodical; the problem of intellectual development as the basis of intellectual education on the pages of the periodical “; promotion of cognitive activity and independence as an effective means of intellectual education; pedagogical views on the problem of intellectual education on the pages of the periodical; foreign experience in promoting intellectual education on the pages of the periodical have been presented. The stages in the history of forming and developing the periodical “Sovetskaya Pedagogika” (1937–1991) have been concretized following the status and subordination. Particular facts, concepts and problems of the prominent educational journal in the context of establishing the ideas of neuropedagogy and neuropsychology have been specified. The significance of pedagogical periodicals as an important source of psycho-pedagogical research has been justified.</p