Mechanisms of Inclusive Education Development in Foreign Countries

У статті схарактеризовано механізми розвитку інклюзивної освіти в зарубіжних країнах: посилення уваги до формування й розвитку інклюзивної культури школи; планування та впровадження перспективного плану розвитку інклюзивної школи; розробка і використання в освітньому процесі індивідуальної програми розвитку кожної дитини; проектування й реалізація безперервної системи організації внутрішньої співпраці між усіма педагогами, батьками, дітьми, фахівцями міждисциплінарних галузей знань; використання варіативних програм навчання й виховання; підвищення якості зовнішньої співпраці між школами, громадськими організаціями, соціальними інститутами та місцевими органами освіти.Introduction. According to strategic objectives of international educational policy, inclusive education of children with special educational needs is a continuous process of implementing a whole range of fundamental changes aimed at promoting anti¬discrimination policy and improving the quality of education for all children in accordance with diversity of their educational needs. The aim of the article is to characterize the mechanisms of inclusive education development in foreign countries. Research methods. Study and comparative analysis of foreign and domestic psychological-pedagogical, historical, literary sources; video materials and internet sites; analysis, systematization and generalization of theoretical and empirical scientific material on the problem of inclusive education in Ukrainian and foreign (English, German) languages, which made it possible to define and characterize the main mechanisms of inclusive education development in foreign countries. Research results. Generalization and systematization of foreign materials allowed to determine general basic mechanisms, which are intended to promote the efficiency of organization of inclusive education of children with special educational needs and improvement of institutions of general education: increasing attention to the formation and development of inclusive culture of school, which involves acceptance and sharing of values and principles of inclusion by all the participants in this process, awareness of the importance of the role and responsibility of each participant in the construction of an inclusive community; planning and implementation of a long-term plan for the development of an inclusive school aimed at creating a common inclusive policy and practices for the inclusive education implementation; development and use in the educational process of the individual program of development of each child, and especially children with special educational needs, which promotes improvement of the quality of individualization and differentiation of inclusive education; design and implementation of a continuous system of organization of internal cooperation between all teachers, parents, children, specialists of interdisciplinary branches of knowledge, aimed at creating a set of conditions that provide necessary and timely assistance and support for all children, teachers and parents, harmonious inclusion in all spheres of school life; use of variational education and training programs aimed at enhancing interactions between children with special educational needs and their peers, which contribute to the improvement of the quality of their educational, emotional, cognitive and social competences; improving the quality of external cooperation between schools, non¬governmental organizations, social institutions and local education authorities, which promotes guaranteed support and development of inclusive education process for children with special educational needs, continuous professional self-improvement of teachers and promotion of the idea of inclusion in society. Conclusions. The study has shown that the problem of investigating current state of inclusive education development abroad requires further research. The leading trends in inclusive education development in foreign countries should be studied