SPECIFICS OF ORGANIZING INCLUSIVE EDUCATION IN INSTITUTIONS OF HIGHER EDUCATION

Abstract

The article discusses the key organizational and pedagogical principles of implementing inclusive education in higher education institutions (HEIs). It analyzes the legal framework, principles of organizing an inclusive educational environment, and the specifics of training teaching staff. The necessity of a systemic approach to creating an accessible and barrier-free environment for persons with special educational needs (SEN) is emphasized.

Purpose of the article. To analyze the theoretical and legal foundations of inclusive education in Ukrainian HEIs, identify effective organizational and pedagogical strategies for its implementation, and outline prospects for the development of an inclusive environment in higher education.

Methodology. The research applies a set of methods, including analysis of legal acts and academic sources; comparative-typological method (to identify features of inclusive practices in various HEIs); systemic approach (for analyzing the structural organization of the inclusive environment); and generalization method (for formulating conclusions and recommendations).

Scientific novelty. The article systematizes, for the first time, the organizational and pedagogical components of inclusive education in domestic HEIs. It substantiates the need for institutional integration of inclusion in the development strategies of higher education institutions.

Conclusions. Inclusive education in HEIs is not only a humanistic requirement of modern society but also a factor in the innovative development of the educational system. The analysis showed that the effective implementation of inclusion in HEIs is possible under conditions of systemic organizational support, pedagogical adaptation strategies, and institutional support for students with SEN. Inclusive education requires renewed conceptual approaches to teaching, expansion of teacher functions, changes in the educational environment, and active involvement of all participants in the educational process in forming an inclusive culture.