ORGANISATIONAL AND EDUCATIONAL PRINCIPLES OF INCLUSION OF APPLICANTS IN THE INCLUSIVE SPACE OF A HIGHER EDUCATION INSTITUTION

Abstract

The article is devoted to the principles of inclusive education and the identification of organisational and educational principles for the inclusion of higher education students with special educational needs in the inclusive space of a higher education institution. The problem is considered in the context of integration of the Ukrainian educational system into the European space and compliance with international standards of inclusive education. The study used the content analysis method, which allowed to summarise the legal documents on ensuring equal access to education, analyse modern models of inclusive education and identify the key principles of their implementation.The main objectives of the study include an analysis of the legal framework governing the organisation of the inclusive educational process, identification of conceptual models for the inclusion of students with special educational needs in the educational process, and substantiation of organisational and educational principles that contribute to the effective functioning of the inclusive educational space in a higher education institution. It has been found that the main principles on which inclusive education in higher education is based are scientific, systematic, variable, individualised, socially responsible, interdepartmental integration and social partnership.Special attention is paid to the analysis of foreign experience, which demonstrates the effectiveness of various approaches to the formation of an inclusive educational space. The implementation of innovative educational models, such as block learning and social interaction programmes, which facilitate the inclusion of students with special educational needs in the full educational process, is investigated. A comparative analysis of international practices has shown the importance of an inclusive approach in ensuring the right to higher education for all without exception.As a result of the analytical work carried out, the following general organisational and educational principles were identified: inclusion of persons with special educational needs in the inclusive space of a higher education institution: state and administrative regulation, public activity, technological compensation and business involvement in the development of inclusive education, and their features were also noted.The author emphasises the need for further development of inclusive approaches in higher education by improving legislative mechanisms, expanding methodological support for teachers and creating effective learning models that take into account the individual needs of students with special educational needs. Prospects for further research are related to the analysis of the effectiveness of the implementation of these principles in specific higher education institutions, as well as the development of recommendations for the integration of inclusive approaches into the system of postgraduate education and professional training.