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Inclusive education in the Republic of Belarus
https://doi.org/10.20913/2618-7515-2022-3-6
Abstract
Introduction. Based on the study and analysis of legal and regulatory documents, scientific publications and achievements in the introduction of various forms and methods of inclusive content, the main features of the educational space for persons with disabilities in Belarus have been identified.
Purpose setting. The article presents the main stages of the formation and development of inclusive education in the Republic of Belarus.
Methods and methodology of the study. Based on the results of the analysis, the systematic principle of the organization of education for children with disabilities is fundamental in Belarus. 99,9 % of children are covered with special education and correctional and pedagogical assistance.
Results. Inclusive education is now in its infancy and development stage. 70% of persons with special needs are involved in integrated education and upbringing. The system of early comprehensive care for children with disabilities up to the age of three is well established and is functioning effectively.
Conclusion. Positive and negative aspects of inclusive education have been identified, as well as possible prospects for the effective formation of an inclusive culture among all participants in the educational process. The level of accessibility of the educational environment for each educational institution requires further development.
About the Author
S. V. VlasovaRussian Federation
Svetlana V. Vlasova – Candidate of Medical Sciences, Associate Professor of the General Medicine Faculty, the Department of Public Health and Healthcare
6, bldg. 4 Leningradskaya Str., Minsk, 220 030
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Supplementary files
For citation: Vlasova S.V. Inclusive education in the Republic of Belarus. Professional education in the modern world. 2022;12(3):439–448. https://doi.org/10.20913/2618-7515-2022-3-6
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