Інклюзивна освіта в Україні проходить етапи індивідуального становлення та професійного розвитку новітніх принципів наукового менеджменту за зразком європейських освітніх програм і практикою впровадження італійських реформаторських ідей в педагогічне поле української освіти, яка намагається власними силами сприяти повноцінній адаптації та формуванню позитивних психолого-педагогічних інновацій для дітей із обмеженими фізичними можливостями.
Attention is paid to the principles of a good quality of school integration, such as: "The aim of school integration is the development of a handicapped person"s potential in learning, communication, relations, and socialisation" (Act no. 104/92, article 12, subsection 3); "The practice of the right to education and knowledge cannot be hindered by learning difficulties nor by other difficulties deriving from disabilities related to handicap" (Act no. 104/92, article 12, subsection 4); The need for a clinical diagnosis, drawn up by a health specialist, that should describe the disability of the pupil and a "functional" diagnosis, written by a team of specialist doctors, psychologists, and social workers, that should describe the residual capacity and the potential that needs to be activated (Act no. 104/92, art&icle 6 of the same Act) guarantees prevention, diagnosis, and early rehabilitation, free of charge according to the Public Health Law (23rd December no. 833); The need for a dynamic profile, drawn up by the same team, plus the teachers and the family&, that is a description of how the disabilities and the skills react after the first inclusion trial period; The need for a tailored educational plan drawn up by the same group, that should include the general lines of the didactic project of scholas&tic and social inclusion, that is of the three associated projects, the rehabilitation, the social, and the scholastic project. The professionals of each of these three fields will prepare, accomplish, and test their respective projects. Experiments &on mixed educational projects of teaching, vocational training, and work experiences are being carried out in secondary schools, especially for students with intellectual disabilities. The classes must usually have only one disabled pupil, exceptiona&lly two disabled pupils may be included in the same class, as long as the severity of their disability does not require the special attention of all the teachers. As regards the University, disabled students with the legal qualifications may negotiat&e syllabuses and examination modalities with the professors. Every university should have a professor in charge of the reception of disabled students and there must be "tutors", that is undergraduates further on in their studies, ready to help the di&sabled pupils overcome difficulties regarding the organization and at times the syllabuses of university courses; the University should guarantee the elimination of architectural barriers and there should be assistants to further the mobility of stud&ents in wheelchairs. The disabled have a right to compulsory placing at work, with public bodies and private enterprise, according to the disability percentage recognized by a special medical-legal board.
Инклюзивное образование в Украине проходит э&тапы индивидуального становления и профессионального развития новейших принципов научного менеджмента по образцу европейских образовательных программ и практикой внедрения итальянских реформаторских идей в педагогическое поле украинского образования,& которое пытается собственными силами способствовать полноценной адаптации и формированию положительных психолого-педагогических инноваций для детей с ограниченными физическими возможностями.
