ВИКОРИСТАННЯ ПОТЕНЦІАЛУ МУЗЕЮ В ІНКЛЮЗИВНОМУ ОСВІТНЬОМУ ПРОСТОРІ

An urgent problem of society today is the involvement of citizens with the peculiarities of psychophysical development into the society, their active adaptation and socialization. One of the options for solving this issue is the development of inclusive education aimed at attracting children with special needs into the educational process with a view to socially positive self-realization, in particular, by means of museum and pedagogical activities. The purpose of the article is to determine the system of various forms and methods of working with children in the inclusive class, where museums should be the centre of upbringing, education and culture, a source of creativity, an incentive for self-development. Inclusion is the process of the real addition of children with peculiarities of psychophysical development in an active social life and equally necessary for all members of society. Studying in inclusive educational institutions has a positive effect on children with special educational needs, and on children with a standard level of development, members of their families and society as a whole; provides cognitive, physical, linguistic, social and emotional development of pupils with special educational needs and motivates everyone to learn and purposefully use new knowledge and skills. Interaction among pupils helps to establish friendly relations, the ability to naturally perceive and tolerate human differences, be sensitive, ready for mutual help. The current definition of the role and significance of the museum as the centre of cultural and educational space has led to consider “museum-pedagogical activity”, which embodies the conceptual, ideological and socio-cultural needs of an individual and society, as a factor in the unique upbringing and educational centre for transferring the scientific, artistic, historical experience of generations, the dialogue of cultures, creation of the necessary conditions for self-realization of a person, including the inclusive educational space. Considering children with special educational needs who are getting into a friendly group of peers it is worth mentioning that they learn to perceive each other, demonstrate understanding and respect, experience the exchange of feelings, thoughts, practices without criticism and humiliation, organizing museum-pedagogical activities in a school based on the subject-to-subject interaction will allow to develop and implement new individual programmes of development and self-realization, to experiment in search of forms, methods of working with children of different categories, to carry out social -psychological study etc. From the standpoint of modern understanding the personal and social nature of education, we consider the museum and pedagogical environment as a significant factor and a peculiar subject of education. The involvement of teachers in upbringing and educational work in inclusive institutions by means of museum and pedagogical activities optimizes the realization of the museum potential, as: by a teacher a museum provides interaction with a wide audience, in particular children with special educational needs, taking into account the individual and psychophysical possibilities of each of them, the teacher prepares pupils to perceive pedagogically appropriately the museum exposition and thus contributes to their readiness for development, socialization and self-realization; museum staff, developing special programmes for pupils and teachers, greatly enrich the content of upbringing and educational interaction between a museum and an educational institution, create conditions for self-affirmation and self-education