Features of implementation of inclusive forms of training in agricultural location

  • Ludmila Moroz PhD in Pedagogy, Associate Professor of Logopedy Department Sumy State A. S. Makarenko Pedagogical University. https://orcid.org/0000-0001-6087-1252
  • Larysa Kolybina Methodist, Department of Education Youth and Sports, Krasnopillia Region State Administration. https://orcid.org/0000-0001-7646-7457
Keywords: inclusive education, children with special educational problems, rural schools.


The article is devoted to the actual problem of introduction of inclusive form of education in rural schools of Krasnopillia, Sumy region and highlighted the peculiarities of this process.

Today Ukraine has taken a course towards widespread introduction of inclusive education, which is an indicator of democratic transformations both in society as a whole and in the educational sector in particular. Ensuring access to the quality education for children with psychosocial defects, regardless of their territorial affiliation, is a priority task of reforming the educational system and an important factor in optimizing the educational process in the countryside. The formula for introduction of inclusive education in countryside’s schools should be based on a specific context, taking into account features that reflect the specifics of the countryside.

Based on the data of the regional Psychological medical educational consultancy analyzed the prevalence, dynamics and frequency of psychophysical defects among school-age children in Krasnopillia, Sumy region during 2013-2018. The authors emphasize that the education of children with disabilities in countryside, is mostly carried out through individual education at home or in residential institutions, which greatly enhances their segregation and complicates social integration.

The main obstacles to the effective implementation of inclusiveness in rural areas are identified, among them: the bias of the views of the parents of "special" and norm-type children, insufficient inclusive competence of pedagogical workers (including due to limited access to relevant information); insufficient staffing of schools by highly skilled experts; not working out mechanisms of cooperation of participants of the inclusive process; difficulties in implementing the legal and regulatory component; insufficient financial and logistical support of the inclusive process.


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How to Cite
Moroz, L., & Kolybina, L. (2018). Features of implementation of inclusive forms of training in agricultural location. HUMANITARIUM, 43(2), 102-112. Retrieved from https://humanitarium.com.ua/index.php/hum/article/view/504