2021
ADAPTATION OF THE EDUCATIONAL PROGRAM AS A MEANS OF PROVIDING INCLUSIVE EDUCATION IN GENERAL SECONDARY EDUCATION INSTITUTIONS
DownloadKeywords: adaptation, inclusive education, modifiation, educational program, special educational needs, adaptation adapted
Prasol, D. V. & Kucherenko, A. V. (2021). Adaptation of the educational program as a means of ensuring inclusive education in general secondary education institutions. September, 4 (91), 78–88 (ukr).
Summary
The articles address the choice of adaptation and/or modifiation of educational programs that help the education of inclusive classes while ensuring the rights of persons with special educational needs in general secondary education. The existing diffilties in the implementation of adaptive pedagogical practices laid down in general secondary education (teachers / teacher assistants) are analyzed. Disclosure of the essence and features of adaptation of educational process as practical support of realization of possibilities of pupils with infringement of psychophysical development in training marked by the basic directions of adaptation defied by concrete examples of adaptation of realization in educational process depending on special categories of all necessary pupils. adaptive subjects for a typical educational program include general secondary education, aspects of teachers ‘assistants’ work with students with special educational needs, features of adapted assessment of students with special educational needs in an inclusive category, which excludes the orientation of assessment of learning achievements by violations in studying). The article describes how the total number of teachers describes the category of learning diffilties, given that students with special educational needs are selected, and appropriate approaches to adapting individual training programs for special education for special educational needs, which are determined by the assessment of applicants education students in the fild of general secondary education for an adapted individual curriculum. The recommendations provided to the team of psychological and pedagogical support for assessing the capabilities of students with special educational needs with an emphasis on positive dynamics have reached students, assessing not only academic but also the most important competence of students (especially given cognitive defiits), using the portfolio as a potential visualization, versatile way of recording individual achievements of the applicant. The article raises the issue of choosing the adaptation and/or modifiation of educational programs for inclusive classes in order to ensure the right of persons with special educational needs to receive general secondary education. The author reveals practical methods and techniques of adaptations of subjects according to the typical educational program of general secondary education, aspects of the work of a teacher’s assistant with a student with special educational needs, features of student assessment in an inclusive classroom.