THEORETICAL AND METHODOLOGICAL ASPECTS OF INCLUSIVE EDUCATION FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS
Abstract
The article explores the fundamental theoretical and methodological approaches to the implementation of inclusive education for children with special educational needs (SEN). The author conducts a comparative analysis of the medical and social models of disability, emphasizing the necessity of transforming the educational environment. The key principles of inclusion enshrined in international acts and the mechanisms of their adaptation within the national education system are reviewed. Particular attention is paid to the methodology of Universal Design for Learning (UDL) and the psychological support of participants in the educational process.
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