SOCIAL PHENOMENON OF INSTITUTIONALIZATION OF INCLUSIVE EDUCATION

Abstract

In the article, based on the analysis of the category “institute”, which unites around the commonality of ideas, views, actions and decisions, the social essence of the institute is defined as that which ensures the organization and implementation of joint actions of people, and therefore that which is transformed into a “social institution”. It was noted that, despite the unification around the idea, it is necessary to integrate exactly what can separate, that is, what distinguishes each individual as a person, determines his own life trajectory, but without taking it beyond the framework of social development. It has been established that the peculiarity of inclusive education from the point of view of social institutionalism is the ability to transform the properties and individuality, characteristics of each member of society into a single concept of social development, thanks to knowledge, skills, and abilities that are able to adapt, integrate, realize and form a fullfledged member of society. The activities of inclusive institutes are based on ethical principles, which are distinguished from the point of view of the ethics of education and the ethics of the functioning of educational institutes as a social link. It is noted that in those spheres where special needs dominate, it is important to form mutual relations based on the principles of humanism, morality, and assistance. It is substantiated that uniting around the single problem of creating a society of equal opportunities, the institution of inclusive education is capable of a special legal effect of synergy, combining educational international law, educational national law, legal protection of freedoms and human rights, the law of persons with special educational needs, as well as the rights all other participants in the educational process. The study concluded that the scientific originality of the institutionalism of inclusive education from the point of view of social phenomenology is expressed in the key social functions performed by the institution of inclusive education, in particular, the realization of the rights and freedoms of participants in the educational process regardless of the specific educational needs; predicting, preventing and preventing the restriction or deprivation of the rights and freedoms of participants in the educational process, regardless of their physical, moral-psychological, material or social characteristics; formation of social values, ethical norms and dogmas of interaction with society in students with special needs; definition of social roles and adaptation to the performance of these roles in society; formation of the personality of the future member of society on the basis of knowledge, abilities and skills, development of cultural heritage and historical assets of society; creation of an environment of positive and tolerant attitude, humanism and peoplecenteredness; education in the students of their own dignity, awareness of self-sufficiency and their usefulness to society, despite individual characteristics and needs; the formation of the necessary general and professional competences among the students through the necessary and useful baggage of knowledge, abilities and skills that will allow future specialists to compete adequately on the labor market; comprehensive training of persons with special needs for employment through assistance in finding the first job or providing the first job in the structural units of the institution of inclusive education, which will reduce the burden on the state budget due to the reduction of social benefits.