Становлення та розвиток інклюзивної освіти у США

Abstract

Дисертація на здобуття наукового ступеня кандидата педагогічних наук за спеціальністю 13.00.01 – загальна педагогіка та історія педагогіки. – Тернопільський національний педагогічний університет імені Володимира Гнатюка, Міністерство освіти і науки України. – Тернопіль, 2013. Дисертаційна робота є теоретичним дослідженням проблеми становлення та розвитку інклюзивної освіти у США. У дисертації на підставі аналізу психолого-педагогічної літератури виявлено особливості генезису інклюзивної освіти у США (нормативно-правове забезпечення, співіснування моделей навчання, організація диференційованого підходу). Висвітлено дослідницькі підходи вітчизняних і американських учених до зазначеної проблеми, з’ясовано сутність ключових понять інклюзивної освіти та виокремлено основні етапи її розвитку (сегрегація, нормалізація, освітній мейнстримінґ, інклюзивне навчання, змішана система навчання). Визначено особливості змісту й організації діяльності американських шкіл з інклюзивною формою навчання та охарактеризовано форми й методи професійної підготовки вчителів до роботи з дітьми з особливими потребами. Сформульовано рекомендації щодо оптимізації процесу запровадження інклюзивної освіти в освітньому просторі України на основі адаптації прогресивних ідей та досвіду США.

Диссертация на соискание учёной степени кандидата педагогических наук по специальности 13.00.01 – общая педагогика и история педагогики. – Тернопольский национальный педагогический университет имени Владимира Гнатюка, Министерство образования и науки Украины. – Тернополь, 2013. Диссертационная работа является теоретическим исследованием проблемы становления и развития инклюзивного образования в США. В диссертации на основании анализа психолого-педагогической литературы выявлены особенности генезиса инклюзивного образования в США (нормативно- правовое обеспечение, сосуществование моделей обучения, организация дифференцированного подхода). Отражены исследовательские подходы отечественных и американских ученых к отмеченной проблеме, выяснена сущность ключевых понятий инклюзивного образования и выделены основные этапы его развития (сегрегация, нормализация, образовательный мейнстриминг, инклюзивное обучение, смешанная система обучения). Определены особенности содержания и организации деятельности американских школ с инклюзивною формой обучения, а также охарактеризованы формы и методы профессиональной подготовки учителей к работе с детьми с особыми потребностями. Сформулированы рекомендации по оптимизации процесса внедрения инклюзивного образования в образовательном пространстве Украине на основе адаптации прогрессивных идей и опыта США.

The thesis for the Degree of Candidate of Pedagogical Sciences in the speciality 13.00.01 – the General Education and the History of Education. – Volodymyr Hnatiuk Ternopil National Pedagogical University, the Ministry of Education and Science of Ukraine. – Ternopil, 2013. The dissertation is devoted to the historical and pedagogical analysis of peculiarities of formation and development of inclusive education in the USA. On the basis of analysis of psychological and educational literature there have been revealed features of the genesis of inclusive education in the United States (regulatory and legal framework, coexistence of learning models, individualized approach). The research grounds the stages of formation of inclusive education in the USA. A history of the way society has cared for people with disabilities can be cap¬tured in five words: isolation, normalization, mainstreaming, inclusion and blended learning. An important hurdle for students with disabilities has been access to education. The following provides a brief chronological sketch of this quest for access. Isolation: The First Half of the Twentieth Century. The concept of special public school classes with special curricula as well as spe¬cial training for teachers of students with severe handicapping conditions came about first in the urban school systems. The initial pur¬pose of these classes was primarily to remove the most difficult students from the regular classroom. After the completion of schooling, most of these students labelled with mental retardation spent their adult years in state institutions. Normalization: 1968 and Early 1970s. Tremendous changes affected the manner in which students with severe disabilities could receive an education happened during the 1970s. These changes were influenced by important writers of the time period as well as by court decisions and sweeping legislation. The idea of nor¬malization was that children and adults labelled with severe disabilities should have life experiences paralleling the normal patterns of the culture and should be drawn into the mainstream of society. Mainstreaming: 1975 and 1983. Subsequently, because of pressure from the courts, advocates, and parents, the Education for All Handicapped Children Act (PL 94-142) was passed in 1975. This federal legislation clearly mandated that all those students labelled as handicapped, including those with severe disabilities, were entitled to an appropriate education in the least restrictive environment (LRE). School systems were required to find ways to serve in regular classrooms those students classi¬fied as having mild and moderate disabilities. Educators of students with severe disabilities began to believe that these new educational strategies were more effective when taught in the community or general education settings. They also thought that social skills training could be more generalized in a school community with peers who were not disabled than in a school with only peers who were dis¬abled. The generalization of basic concepts to various environments had more meaning when discussed in the broader context of the whole school than when taught in one small classroom isolated in the basement. Educators and families came to understand that when a student with a se¬vere disability completes school and goes out into the community to live and work with supports, the students level of social skills are the prime indicator of success. Inclusion: The Early 1980s and Early XXI century. By the mid-1980s, a few references to the idea of progressive inclusion had appeared. Later, during the highly charged debate over the Regular Education Initiative initiated in the late 1980s, the term mainstreaming was still being widely used, as was progressive inclusion. It was not until the early 1990s that the terms inclusion and full inclusion had supersed¬ed mainstreaming as preferred terminology. Notably, the simultaneous use of mainstreaming and inclusion – which to some mean the same thing but to others mean quite different things – has contributed to the muddled, frustrating, and often antagonistic nature of the debate as it has entered the twenty-first century. Through it all, the longstanding concept of integration, while fading in direct usage as formal terminol¬ogy, remains the fundamental focus of the various debates regarding placement and responsibility for instruction of exceptional children as well as over the proper form and structure of special education itself. Blended learning: Early XXI century and 2013. Blending is a model involving general and special education students of same age or similar ability levels in joint learning experiences, which are developmentally appropriate and beneficial for all students. The content and forms of the process of inclusive education application in American schools have been analyzed. There have been determined the most important aspects of its effective realization. There have been defined the principles of organization of American inclusive schools. The research also finds out the peculiarities of professional training of inclusive school teachers. In this research there have been formulated recommendations to optimize the process of introduction of inclusive education into the educational environment of Ukraine. The recommendations have been made on the basis of adaptation of progressive ideas and experience of the USA.