Тенденції розвитку інклюзивної освіти старшокласників з ДЦП: досвід Бельгії та Італії

Abstract

У статті проаналізовано невідповідність чинних вітчизняних нормативних вимог міжнародним документам щодо запровадження освітньої інклюзії, обґрунтовано доцільність розробки в Україні стратегії переходу до інклюзивної освіти, висвітлено недоліки інклюзивної та спеціальної форм освіти, запропоновано деякі шляхи їхньої мінімізації, проаналізовано статистичні дані щодо запровадження інклюзії у фламандській частині Бельгії та в Італії, вивчено сучасний стан функціонування інклюзивної освіти в обох країнах, описано положення ключових освітньо-нормативних документів, що її скеровують, проаналізовано позитивні та негативні риси національних стратегій запровадження інклюзії та узагальнено відповідні тенденції.

The article deals with the discrepancies between the existing Ukrainian legislation and the recommendations of Salamanca declaration that concern the introduction of academic inclusion. Accordingly, in Ukraine there is no demand concerning the transformation of special schools into inclusive ones. Thus this article aims to analyze the experience of Flemish Belgium where the system of special education is being preserved and, in the same time, models of cooperation between mainstream and special schools are introduced, and of Italy that is the leader of the modern European inclusive education. The article also contains the attempt to unprejudicedly highlight drawbacks of inclusive and special education that were revealed in the process of their application in different countries. The author draws the conclusion about the expedience of designing models of cooperation between the two educational forms mentioned above that would be advantageous for pupils with severe disabilities (like those with cerebral palsy). Considering the peculiarities of inclusion introduction in Flemish Belgium it was found out that there are 2 models of such cooperation: the first one deals with pupils with musculoskeletal disorders and also with deaf and blind ones who studied in special schools but were transferred to mainstream ones by the initiative of the administration of a special school, psychological-medical-social centers, parents of pupils and schoolchildren themselves. These pupils have to attend a mainstream school regularly to get a Certificate of secondary education. In the same time they have to take individual lessons with special school teachers (4 hours weekly). The second one presupposes that a pupil stays enrolled in a special school but studies in a mainstream institution enjoying the possibility of psychological, educational and / or medical support given by the staff of the former one. Besides inclusion can be non-complete (that is – pupils can spend the first part of the day in the mainstream school and the second one in a special one) or complete (supported by resources and teachers employed in a special school), temporary and also individual or collective (depending on the number of pupils included into a mainstream class). As for Italy, it has been a pioneer of inclusive education introduction for decades. The first step of this process was what is called now «wild integration» when SEN pupils were enrolled into mainstream school without any proper adjustments. As the drawbacks of this approach became obvious, the country stuck to the inclusion model where all the pupils of a class had to acquire the skills and habits that their SEN class-mates had to learn. This allowed Italy to take the first place in Europe as for the ratio of SEN pupils in mainstream schools to all SEN pupils in the country.