ACTIVITIES OF GENERAL SECONDARY EDUCATION INSTITUTIONS AS SUBJECTS OF INCLUSIVE EDUCATION

Abstract

The article examines the activities of general secondary education institutions as subjects of inclusive education. Inclusive education is characterized as a system of educational services guaranteed by the state, which is based on the principles of non-discrimination, consideration of the multifacetedness of a person, effective involvement and inclusion in the educational process of all its participants.

It was determined that the organization of inclusive education of secondary education students is provided by a teacher’s assistant, whose job duties are determined by his job description, which is approved by the head of the educational institution in accordance with the requirements of the law.

The purpose of the article is to analyze the activity process of general secondary education institutions as subjects of inclusive education.

It was determined that we consider general secondary education institutions to be the main centers of inclusive education. It is highlighted that the organizational principles of inclusive education of persons with special educational needs in the institutional (full-time (fulltime) form of education in institutions of general secondary education are constantly in need of updating.

Conclusions. 1. Inclusive education of secondary education students, including according to an individual curriculum, is carried out in accordance with the educational program of the educational institution, taking into account their special educational needs and the personally oriented direction of the educational process. 2. The head of the educational institution, based on the application of one of the parents (other legal representatives) of the student of secondary education and the conclusion on the comprehensive psychological and pedagogical assessment of the child’s development provided by the inclusive resource center, forms an inclusive class and organizes inclusive education. 3. An individual study plan may be drawn up for students of secondary education, which should contain, in particular, information about the name of the educational institution, the surname and first name of the student; the class in which he studies; the goals of implementation and the validity period of the individual study plan; the total volume of the study load and the number of hours per week for studying the subject; information about the adaptation or modification of the content of the educational components of the educational program, the sequence, form and pace of their assimilation, expected learning outcomes. 4. An educational institution may not refuse to organize inclusive education for a student with special educational needs and to create an inclusive class.