Designing an inclusive educational environment of a new Ukrainian school based on team interaction and universal design [3.9]

Abstract

The section of the monograph substantiates the organizational and pedagogical conditions that ensure the effectiveness of the educational process in inclusive classes of the New Ukrainian School (NUS). The authors analysed current barriers to the implementation of inclusion, in particular the lack of methodological tools and the fragmented application of adaptive practices. The main focus is on transforming the teacher's role from a disseminator of knowledge to a facilitator of an inclusive environment. The mechanisms for implementing team interaction (co-teaching) and the principles of Universal Design for Learning (UDL) are detailed in the work. They allow eliminating educational barriers without stigmatizing students. The scientific novelty of the study lies in the development of a systematic algorithm for designing an educational space by integrating individual development programs (IDPs) into the general rhythm of the class. The practical significance of the work lies in the presented methodological recommendations for primary school teachers and teacher assistants on optimizing communication in the support team. The research materials are aimed at overcoming the competence deficit of teachers and ensuring the integrity of pedagogical influences in the context of reforming the primary education system.