APPROACHES TO THE DEFINITION OF BASIC CONCEPTS OF INCLUSIVE EDUCATIONAL PARADIGM IN THE UKRAINIAN SCIENTIFIC DISCOURSE
AUTHORS: Prof. Sergiy Yablochnikov, PhD Ganna Davydenko (Vinnitsa Social and Economic Institute, Vinnitsa), PhD Iryna Yablochnikova (Institute of higher education, Kyiv)
ABSTRACT:
The article deals with approaches to the definition of basic concepts of inclusive educational paradigm in the Ukrainian scientific discourse, as it is important for inclusive education implementation in Ukraine. It is identified by such terms as “inclusion”, “integration”, “habilitation”, “adaptation”, “segregation” and “exceptions” which are scientifically justified in the article.
The concept of “exclusion” and “inclusion” was brought to life as a result of the change in the key social paradigms in the world at the end of the 20th- beginning of the 21th century. The concepts of integration and inclusion (which were often not differed and combined before) have become the key terms of pedagogical and sociological discourse in Ukraine.
We consider the inclusive education to be the initial stage of broader forms of integration of people with different physical, financial and social opportunities. We relate the concepts of inclusion and integration as partial and general. Inclusion and exclusion are the forms of different concepts of integration according to the principle of inclusion/exclusion. The concepts of habilitation and adaptation are intermediate social differences between people with different individual abilities, gender, racial, cultural, or other characteristics, processes of integration itself.
As prospects for further researches we offer a study of psychological and mental, social and organizational conditions of implementation of inclusive education in higher education systems of the European Union countries.
KEYWORDS: Exclusion, abundance, habilitation, adaptation, inclusion, social inclusion, inclusive education.