THE FORMATION OF POSITIVE RELATIONS BETWEEN SUBJECTS OF INTEGRATED EDUCATION

Abstract

This paper reviews the main aspects of integrated education. The conditions of a successful process of children with disabilities integration are determined, models of integrated education are considered. The advantages of integrated education and positive impact of integrated education for children with special needs are marked. The authors also examined psychological characteristics of integrated education subjects, studied the relationship between pre-school and primary schoolchildren: the relationship of children with their peers, parents, adults. It should be noted that the relationship between the subjects of the integrated education is defined according to their goals and needs. There is a diversity of needs from self-affirmation, acceptance, getting high grades, education, positive personality traits training, etc. These needs determine the attitude to the integrated education. However, there may be some challenges in the process of integrated education and training. One of the main challenge is the difficulty of establishing a positive relationship between different subjects of the integrated education. The subjects of integrated education are: children with special needs, children with normal development, parents of children with special needs, parents of children with normal development, teachers who work in the integrated classes. The difficulties in establishing the relations are caused by the incoincidence of the ntegrated education subjects’ goals. To open a special class or an integrated education class at school requires the availability of qualified professionals, necessary conditions and equipment that can provide the efficiency of education. 

Keywords: inclusive education, integrated education, children with special needs, integration, socialization.