The problem of training children with special educational needs in both family and educational institutions

The article is devoted to the problem of inclusive education, namely, education and upbringing in both family and preschool institutions. The author analyzes the domestic and foreign experience of working with children with special educational needs. The following approaches are described: expanding access to education (its main goal is to expand educational opportunities for people with mental and physical disabilities, ethnic minorities, and people from disadvantaged sections of society), mainstreaming (this approach implies that children with disabilities communicate with their peers on holidays, during their leisure time), integration (means bringing the needs of children with mental and physical disorders into line with the habitual traditional education system), and inclusiveness (it is such an educational activity when people with limitations and needs can be trained together with people without any disabilities). The program for helping children with attention deficit hyperactivity disorder, which is used in educational institutions in Norway, is considered; it includes the following: technology for the dissemination of knowledge among parents and professionals, inclusive education technology for children with different developmental abnormalities (ADHD, Turrett syndrome, Asperger syndrome, mental retardation) in the system of general education, technology for diagnosing ADHD varieties and comorbid disorders. The term “tutoring: has been defined and the importance of education in the system of inclusive education has been revealed. The main ideas of Russian scientists about inclusive education have been characterized: the ideas represented by S. V. Alyohina, O. R. Yarskaya-Smirnova, V. P. Hudonis, T. O. Dobrovolskaya, M. M. Malofeev. The main researches of Ukrainian scientists (M. Malofeyev, V. Sinov, M. Sheremet, L. Andrushko, V. Bondar, A. Kolupayev, T. Yevtukhova, V. Lyashenko, I. Ivanov, O. Savchenko, M. Svarnyk, O. Stolyarenko, A. Shevchuk and others) have been analyzed. A survey aimed at revealing parents’ attitude towards the problem of raising children with special needs has been conducted. The urgency of family education of children with special educational needs has been substantiated. A number of socio-pedagogical problems related to the functioning of families with special children in society have been determined.Keywords: inclusive education, education of children with special educational needs, tutor, family education, extended access to education, mainstreaming, integration, inclusion.