Inclusive education and human-personal pedagogy Vasyl Sukhomlynsky

  • Lidiia Lavrinenko Candidate of Historical Sciences, Associate Professor of the Department of Pedagogy and Psychology of Chernihiv regional Institute of Postgraduate Pedagogical Education named after K. D. Ushinsky. https://orcid.org/0000-0002-2666-3924
Keywords: inclusion, inclusive education, children with special educational needs, inclusive school, pedagogical concept of V. Sukhomlynskyi, humanism, tolerance.

Abstract

In this article an author analyzes health status of children at the present-day, focuses attention on the problem of increasing the number of children`s population that has developmental disabilities. The author draws attention to the importance of the education of children with peculiarities in psycho- physical development. Two main ways of teaching children with special educational needs have been emphasized: creating compensatory cognitive training classes and groups in conditions of secondary education institutions and including a child with developmental disabilities into the educational environment of a common school class or group.

The following work reveals the essence of inclusion, draws attention to the core four elements that illustrate its characteristic features: this is a process, considered as a constant search for more effective ways of meeting the individual needs of each child; connected with identifying obstacles and the ways of overcoming them; anticipates presence, participation and achievement of children with special needs, emphasizes those groups of students which are at risk of being excluded or restricted in studying.

This paper also pays attention to the major principles of inclusive education which are considered on the scientific basis of the retrospective of pedagogical concept of V. Sukhomlynskyi. The goal, tasks and all the components of the model of inclusive education, as well as, terms of the organization of inclusive education have been identified. What is more, compulsory equal access to quality education in the inclusive learning environment has also been accented.

It has been discovered that the basement of the inclusive education is an ideology that puts a child in its center. This ideology excludes any discrimination against children and also provides equal attitude towards all people but, at the same time, creates exclusive conditions for children with special educational needs.

The text gives some valuable information on the intermediate stage of development of an inclusive education system that is called “integration”. The following process is aimed at introducing children with special needs into regular educational space (specially equipped workplaces, groups and classes for children). It is clear that those teachers, who work with such children, help them to adapt to school requirements.

Doubtless, it also should be mentioned that Vasyl Sukhomlynskyi `s pedagogical heritage has been analyzed. As a result, the pedagogical statements of a great teacher, connected with his work on the topic of special children educational needs have been pointed out. The article also characterises all the important correctional principles that were used by Vasyl Sukhomlynskyi in his practical work with children who had special educational needs. This article focuses attention on the basic human-personal principles of pedagogy that were fully described by the world-famous Ukrainian pedagogue-innovator in his works: the principle of comprehensive study of children; the principle of personality-oriented approach; the principle of humanism; the principle of collectivism and, finally, the principle of close cooperation between school and parents.

References

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Published
2018-11-11
How to Cite
Lavrinenko, L. (2018). Inclusive education and human-personal pedagogy Vasyl Sukhomlynsky. HUMANITARIUM, 43(2), 82-90. Retrieved from https://humanitarium.com.ua/index.php/hum/article/view/502
Section
Pedagogy