KEY DIRECTIONS OF RESEARCH INTO THE PROBLEM OF INCLUSION

Abstract

The organization of inclusive education in the existing system of higher medical education remains an innovation. The active development of information technologies seriously affects the entire education system, including inclusive education. The modern information and educational environment allows you to eliminate various barriers in the process of educating students with special educational needs. It has been established that in an inclusively oriented educational environment, a student with special educational needs is a central figure. The key guideline for the introduction of inclusion at the present stage, in addition to the general unpreparedness of education subjects, is the organization of psychological, pedagogical and corrective support for students. It is emphasized that higher education is undergoing serious changes, which are caused by both external conditions and internal changes within the country and the education system. Inclusive education as a dynamic system is characterized by a wide range of components. In general, for the organization of inclusive education in higher education institutions, it is necessary to observe the following conditions: a barrier-free environment; a set of educational programs that take into account the characteristics of this group of students; tutoring support; distance learning technologies; a set of modern teaching methods; training of pedagogical personnel. Among these conditions, special attention is deserved by those that help build individual educational trajectories in accordance with the requests and individual characteristics of applicants. It is substantiated that the key guidelines of inclusive education are: accessibility; equality of opportunities for all applicants to realize their needs and interests; taking into account the psychophysiological features of the development of students with special educational needs; the correctional and developmental nature of the educational environment; developed skills of teachers to solve professional tasks related to inclusion as a concept of education; creation of a digital space in the structure of the educational environment of higher education institutions. It is emphasized that the effectiveness of inclusive education in the information and educational environment of higher education institutions will largely depend on properly organized pedagogical interaction mediated by information and communication technologies. The preparation of teachers for work in inclusive education should be considered as a process of forming in them not only the ability, but also the readiness to solve professional and pedagogical tasks in the context of organizing joint learning of students belonging to different health groups. Important guidelines for inclusive education are the wider use of information and communication tools for presenting educational material, which simulate individual functions of the teacher. A feature of such education is feedback, which consists in the possibility of obtaining information of an advisory nature, which allows the applicants themselves to adjust their educational activities.