IMPLEMENTATION OF THE CONCEPT OF INCLUSIVE EDUCATION: THE ROLE OF INCLUSIVE RESOURCE CENTERS

Abstract

The article describes the role of pedagogical staff of inclusive resource centers (IRCs) in the process of implementing the main objectives of the Concept of Inclusive Education: meeting the needs of students with different categories of educational difficulties, methodological support for teachers and counselling parents on the implementation of inclusive practices, which contributes to the practical implementation of a unified system and mechanism of effective state policy for obtaining quality education by each person in accordance with his or her needs.The author reveals the theoretical and practical aspects of IRCs’ activities and their key role in ensuring equal access to quality education for students with special educational needs (SEN).The article highlights the current challenges faced by IRCs in Ukraine, including insufficient funding, shortage and outflow of qualified personnel, biased and stereotypical attitudes towards people with SEN, and limited material and technical resources. The importance of effective cooperation between IRCs, educational institutions, parents and territorial communities is emphasized as a key factor for creating an inclusive environment not only in education but in society as a whole.The practical value of the article is formed in the coverage of specific mechanisms and strategies that contribute to increasing the efficiency of the IRC and creating a favorable inclusive environment. The results obtained can be used by heads of educational institutions, teachers and other specialists in the field of education and local self-government to improve the practice of inclusive education.