Suchergebnisse

У статті досліджено й визначено етапи розвитку системи ранньої допомоги в Україні на основі узагальнення законодавчого підґрунтя за роки незалежності України щодо розвитку системи освіти дітей із особливими потребами й міжнародної та вітчизняної практики ранньої допомоги дітям з народження. Проаналізовано основні положення, задекларовані в міжнародних і національних законодавчих нормативно-правових документах організації системи ранньої допомоги дітям із особливими освітніми потребами в різні часові періоди, описано існуючу практику організації ранньої допомоги на кожному етапі її становлення в Україні. ; The article examines the development of the early assistance system for young children, as an integral part of the implementation of the Ukrainian state policy in the field of education that ensures children's rights defined by the international and national legislation, and the stages of its formation. Early assistance is viewed as an interdisciplinary familycentred system of comprehensive care for young children with developmental disabilities and children form biological and social risk groups, aimed at children's better development and better quality of life in their families. We have reviewed, synthesized and generalized regulatory documents, methodological manuals and other reference thematic materials given in the bibliography, analyzed the main provisions declared in international and national legislative documents for organization of the early assistance system for children with special educational needs in different time periods, described the existing practices of early assistance at each stage of its development. The author has found out that formation of the Ukrainian system of early assistance for children with special educational needs took place in three stages: the first (1990-2000) stage began with the acquired state independence and ratification of international documents; the second (2001-2010) stage included development of new methodological foundations basing on the international experience of early intervention and introduction of early assistance into local practices applied in health care, education and social security; the third (from 2011 – to the present) stage began with introduction of the Concept for the Development of Inclusive Education (2010) into the national legislative field and the definition of inclusive education as an integrated process, including the early assistance system for children with special educational needs.