Model of formation of the readiness of the head of the general secondary education institute for the implementation of inclusive learning оn adaptive ambushes

Abstract

The article analyzes the definition of the concepts of "modeling" and "model", outlines the main stages of building a scientific model. Attention is focused on the need to develop an effective model of inclusive education, because all children should learn together, regardless of the differences that exist between them. It is noted that the creation of such a model is possible by integrating the efforts of all subjects of the educational process. Emphasis is placed on the fact that the head of a general secondary education institution should promote the integration of students with special needs into regular classes and take into account their capabilities, using different types and paces of learning. It is noted that it is advisable to use the modeling method to solve this issue. The concepts of "constructs" and "concepts" are revealed, as well as such types of modeling as system and simulation. The formation of the manager's organizational ability to implement adaptive inclusive education in the institution of general secondary education is defined in the article as a dynamic synthesis of previous experience and available information into an adaptive integration model. That is why the author proposed a structural model of formation of the readiness of heads of general secondary education institutions to implement inclusive education on an adaptive basis. The purpose, tasks, scientific approaches, components, forms and conditions of implementation of the developed model are defined. The main blocks of the model are considered: conceptual-target, motivational, substantive, procedural and effective. This is an essential description of the conceptual-target block, which is based on systemic, active, competence-based and person-oriented approaches. It is shown that the motivational block includes a set of stable motives, an adaptive approach to the organization of joint activities of different categories of children; adaptation of educational information to the needs of education seekers and the creation of an educational and methodological base to increase the interest of education seekers with various educational needs. The content block reveals the content of the manager's readiness to implement inclusive training on an adaptive basis. The procedural block determines the stages of research, forms of interaction, methods and technologies for forming the readiness of managers of general secondary education institutions to implement inclusive education on an adaptive basis. The result block contains the criteria of formation and levels of this readiness.

For further research, the justification and implementation of pedagogical conditions for the formation of the readiness of the heads of general secondary education institutions to implement inclusive education on an adaptive basis have been determined.