The problem of quality education in conditions of inclusion of children with disorders of vision

Abstract

The problem of quality of education in the conditions of inclusion of children with visual impairment in social environment. The feasibility of using the term “children with special needs” for children with psychophysical disabilities, which refers to different nosologies and disorders of varying degrees of impairment, such as severe and moderate disabilities, is analyzed. At the same time, it is emphasized that the practical implementation of the ideas of inclusive education of children with disabilities (in particular the blind and visually impaired) in Ukraine, and in many other countries of the world raises many contradictions, which is associated with not always a complete and accurate understanding of the concept “quality education”. It is stated that the main directions of realization of the educational process in the conditions of inclusion of the child with visual impairments in the environment of modern high-quality preschool education should be considered: appropriate normative and legal basis,
which regulates the issues of inclusive education in Ukraine; cooperation
of the preschool education institution with the inclusive
resource center; creating an inclusive environment in the preschool
setting.