| Abstrakt: |
The article provides a theoretical analysis of the psychological and pedagogical features of the organization and implementation of inclusive out-of-school education for children with special needs. The etymology of the term "inclusion" as the involvement of all citizens in society is analyzed. Inclusive education is considered as a reform that supports every person, provides access to education for everyone, regardless of physical, intellectual, social, linguistic, emotional or other characteristics. It has been proven that giving the opportunity to children with special needs to be a full participant in the educational process outside of school is important for society, so that everyone can develop to the full and realize the goals of education for all, meeting the needs of all members of society, preparing people with special needs for independent life, ensuring the equality of their rights. It was established that the conditions for extracurricular education of a child with special educational needs should be created by society itself, improving the educational system and relationships between people. It was determined that when working with children with special needs, teachers of an out-of-school institution should study the child's state of attention, fatigue, pace of work, observe them and evaluate their development during classes, create optimal conditions for communication, form children's experience of relationships in society, work on the adaptation of curricula, methods, materials and environment. The development of the system of inclusive out-of-school education requires adjustments and changes in the organization of teacher training. The need to develop a more flexible approach to meeting the educational needs of children with special educational needs is substantiated. Researches related to the in-depths tudy of the experience of foreign institutions of out-of-school inclusive education, regarding the effective and efficient training of teachers for the organization and implementation of training models for persons with special educational needs, as well as specific features of the professional training of teachers for interaction with children with special educational needs, are identified as promising. in out-of-school education institutions. [ABSTRACT FROM AUTHOR] |
