PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS OF THE ORGANIZATION OF THE CURRICULUM OF INCLUSIVE EDUCATION

Abstract

This article deals about the curriculum organization providing for the needs of special education students in inclusive classrooms. By using the analysis of foreign sources, we defined the basic principles of universal design of education including a variety ways to supply educational material and the variety of ways of its representation. We highlighted and described interrelated components of curriculum foreign practice of inclusive education: content, performance, approaches to different forms of work with children and forming their behavior skills. It is proved that in practice the national school curriculum of pedagogical conditions should include teaching content; educational process; socialization. We show that psychological conditions should be associated with the introduction of specific correctional and developmental tasks focused on weakening and elimination disontogenetic manifestations and formation of vital competence. We described the characteristics of educational content that is realized in the curriculum (the basis of the State Standard of secondary education for children with special educational needs) and the features of differentiation of curriculum and evaluation criteria of academic achievements. We represented the essence of adaptation and modification of educational and didactic support and defined the ways for solving of problems associated with the formation of social competence of children with special educational needs, which are implemented in all parts of the curriculum inclusive education. Subsequent research determined a theoretical basis and practical application of technology that will provide proper functioning of the curriculum in an inclusive classroom.