FORMING INCLUSIVE POLICY IN AN EDUCATIONAL INSTITUTION: EXPERIENCE, MODELS AND RECOMMENDATIONS FOR LEADERS

Abstract

The article is devoted to a comprehensive analysis of the formation of inclusive policy in Ukrainian educational institutions and identifies key challenges, models and management mechanisms necessary for the successful implementation of inclusion. The relevance of the topic is emphasized in the context of the transformation of the education system and the strengthening of the state policy to ensure equal access to quality education for all students, including children with special educational needs.

The article reveals the essence of the concept of "inclusive policy", which is interpreted as a holistic system of managerial, pedagogical and organizational solutions aimed at creating a barrier-free, diverse and supportive educational environment. It is emphasized that the modern understanding of inclusion encompasses not only the integration of children with special educational needs, but also a broader concept of social justice and respect for diversity.

The author analyzes the current state of inclusive processes, noting at the same time achievements (expansion of the IRC network, increase in the number of inclusive classes, development of support teams) and obstacles, including staff shortages, resource limitations and stereotypes in school communities. Considerable attention is paid to management models for the formation of inclusive policy, including the accessible environment model, the team interaction model, the quality management model of inclusive services and the model of internal professional support for teachers.

The article presents a clear algorithm of actions for the head of an educational institution - from assessing needs and forming a support team to developing local documents, establishing interagency cooperation and implementing a monitoring system. Practical recommendations are given on effective leadership, change management, organizing professional development of teachers and forming an inclusive culture.

The work is of practical importance for heads of educational institutions, as it offers tools and models that contribute to the creation of a sustainable, value-oriented environment of equal opportunities in a modern Ukrainian school.