Pedagogical Technologies of Inclusive Education for Primary School Pupils in the Context of the New Ukrainian School

Abstract

Abstract: The article examines pedagogical technologies of inclusive education for primary school pupils in the context of implementing the conceptual foundations of the New Ukrainian School. The purpose of the article is to theoretically substantiate the technological approach as a methodological basis of inclusive education and to characterize pedagogical technologies that ensure the effective organization of the inclusive educational process in primary school. The research methods include the analysis and systematization of scientific and pedagogical literature, regulatory and legal documents in the field of inclusive education, generalization of theoretical provisions of modern pedagogy, as well as a comparative analysis of pedagogical technologies aimed at ensuring accessibility and effectiveness of education for pupils with special educational needs. The objectives of the study are to reveal the essence and content of the technological approach in organizing inclusive education for primary school pupils; to substantiate the potential of pedagogical technologies in ensuring individualization and differentiation of the educational process; to determine the didactic possibilities of cooperative learning technology in an inclusive classroom; and to analyze the essence and significance of technologies for overcoming learning and behavioral difficulties. The results of the study consist in the systematization of pedagogical technologies of inclusive education, including individualization, differentiation, cooperative learning, and technologies for overcoming learning and behavioral difficulties, which are considered effective means of meeting the educational needs of pupils with diverse developmental abilities in primary school. The conclusions indicate that the implementation of a technological approach in the inclusive educational process of the New Ukrainian School enhances its integrity, manageability, and effectiveness, and creates conditions for ensuring equal access to quality education, the development of learning autonomy, and social interaction of primary school pupils, including children with special educational needs.