MODELS OF IMPLEMENTATION OF INCLUSIVE EDUCATION IN GENERAL EDUCATIONAL INSTITUTIONS IN EUROPEAN COUNTRIES

Abstract

The article deals with the approaches to the organization of inclusive education in general education institutions of Europe. The modern world educational process differs, on the one hand, from the variability of education systems, their structure, the definition of ways to solve specific problems. On the other hand, it traces a number of general trends, one of which is the implementation of inclusive education. In the existing problems in the inclusive education of European countries and the prospects for their solution are described. The urgency of the social, cultural and educational integration and inclusion of children with special needs in the system of social relations of European countries is emphasized in the works of A. Kolupayeva, M. Malofeeva, N. Nazarova. In the considerable experience of the implementation of inclusive education of children with special educational needs accumulated by the European countries has been analyzed. An overview of inclusive education systems in the leading European countries has been reviewed. The analysis of educational systems of different countries in the aspect of the implementation of inclusive practices shows that the mandatory basis for the implementation of inclusive education is the system of legislative acts, which provide for the declaration of the necessary rights and freedoms of children with special needs and mechanisms for their provision. Inclusive educational institutions adhere to the regular school curriculum. But the process of learning in them is based more on the development of practical skills, in the
simulation of life situations and the use of group and pairs of forms of interaction.