THE DEVELOPMENT OF INCLUSIVE SCHOOL EDUCATION IN THE FEDERAL REPUBLIC OF GERMANY

Abstract

Introduction. The process of formation and development of inclusive school education in Germany is revealed in the article. The relevance of inclusive processes development is shown in the context of single system of European educational environment. The ways of inclusion and inclusion education development are consider, taking into the account of history and features of socio-political and administrative-territorial system of the country. Purpose – the analysis of the development school inclusive education features in the conditions of Germany and possibilities of the using constructive ideas of German experience in the field of inclusive education in the conditions of Ukraine. Results. The important place in the publication has a brief overview of the process of special education formation in Germany from the beginning of the ХVІІІ century till 80-s years of the ХХ century, when the segregative approach in the school education system was replaced by integrative approach, which led to close cooperation between comprehensive and special educational institutions in order to organize the learning and provide pedagogical assistance to kids-teenagers with limited educational opportunities, who in mass schools cannot be effective without special assistance. Features of the learning organization for children with special educational needs in the conditions of inclusive education in Germany, schools, which exemplary organize joint learning of children with special needs and ordinary children together, were revealed on the basis of the analysis of the domestic and foreign scientific works. As the example, the work experience of Erika-Mann-Schulein Berlin-Wedding school, which is developing as “school for all children” since 1998 and the primary school named after A. Fleming, which began teaching children with limited opportunities 45 years ago and uses the elements of Maria Montessori methodology, were revealed. Germany’s success in the implementation of inclusive education as the effective form of education for the children with special educational needs was noted. The development of the theoretical and methodological fundamentals of inclusive education and the carrier guidance system for this category of children deserves attention. A number of the shortcomings in the work of the inclusive schools, which are caused by the gap between different federal lands regarding the number of children with special needs, who visit comprehensive schools, insufficiently developed infrastructure, unpreparedness of separate teachers, etc. In the formulated conclusions was emphasized the possibility of applying certain ideas of FRG experience in the system of inclusive education in Ukraine, which correspond to the general European tendencies of development and main directions of further scientific research of this issue.