Obukhiv区学校全纳教育:问题与展望

Kyrychenko D.V.
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摘要

本文着重分析了乌克兰全纳教育的现状,并列举了欧洲国家实施全纳教育的最佳案例。作者分析了乌克兰的教育改革,并追踪了特殊教育需要儿童教育环境形成的趋势。特别是,作者审查了国际条约和乌克兰的立法框架,在世界和乌克兰的全纳教育的地位。本研究的目的是分析地方一级(即Obukhiv地区)教育改革所带来的包容性发展。本研究探讨了特殊教育需要学生的教育实施体系,包括全纳资源中心、具有全纳课程的中等教育机构、教师助理、特殊教学方法和学生家长。直到2016年,乌克兰的教育系统还没有为有特殊教育需求的儿童的教育和发展提供适当的条件。然而,更加开放的社会以及2014年该国东部的军事行动成为改革的动力,迫切需要解决提供充分生活和满足残疾人需求的问题。自2022年2月24日以来,出现了一个新的挑战——全面入侵俄罗斯,这可能会导致成千上万的人受到影响。研究表明,在6个被调查的联合领土社区中,有1061人居住在该领土,但只有163名有特殊需要的人在当地学校学习。这可以通过教师的专业能力较低、家长不愿意与包容性资源中心合作、教育机构没有为学生的舒适住宿做好准备等一系列问题来解释。然而,也有积极的变化,即包容性班级的数量增加,家长对中等教育机构的信任增加。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Inclusive education in schools of Obukhiv district: problems and prospects
The article focuses on the situation of inclusive education in Ukraine and illustrates the best cases of the inclusive education implementation in European countries. The author analyzes the education reform in Ukraine and traces trends in the formation of the educational environment for children with special educational needs. In particular, the author examines international treaties and the legislative framework of Ukraine on the status of inclusive education in the world and in Ukraine. The purpose of the study is to analyze the development of inclusiveness as a result of education reforms at the local level, namely in Obukhiv district. The work looks into the system of education implemention for the students with special educational needs which consists of inclusive resource centers, secondary education institutions with inclusive classes, teacher assistants, special approaches to teaching and students' parents. Until 2016 Ukrainian educational system did not have appropriate conditions for the education and development of the children with special educational needs. Nevertheless, the more open society as well as the military actions in the east of the country in 2014 became the impetus for the reforms and made it urgent to deal with the issues of providing the full life and meeting the needs of people with disabilities. Since February 24, 2022 there has been a new challenge – the full-scale invasion of Russia, which will probably lead to thousands of affected people. The research shows that 1,061 people live in the territory within 6 investigated united territorial communities, but only 163 people with special needs study in the local schools. This can explain by a number of problems such as rather low professional competence of teachers, parents' unwillingness to cooperate with inclusive resource centers and the educational institutions which are not ready for students' comfortable stay. However, there are also positive changes, namely the bigger number of inclusive classes and parents' increased trust in secondary education institutions.
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