ACCESSIBILITY IN THE EDUCATION OF CHILDREN WITH INTELLECTUAL DISABILITIES: REALITY AND POPULISM

Abstract

The article addresses the issue of ensuring barrier-free education for children with intellectual disabilities as an important condition for the realization of their right to quality education, development and socialization. The aim of the study is to analyze the real state of barrier-free education for children with intellectual disabilities. The analysis of regulatory and scientific sources, the study of modern educational practice, and interviews with specialists in special and inclusive education and parents of children with intellectual disabilities were used. It was found that, despite the regulatory consolidation of the principles of barrier-free education, a complex of obstacles remains in the practice of education for children with intellectual disabilities, which limit the full realization of their educational needs. Among the most significant barriers identified are social stereotypes, late identification of developmental difficulties, insufficient availability of early intervention, formalization of certain aspects of inclusive education, imperfect educational and methodological support, insufficient special training of teachers and teacher assistants, lack of systematic support of the child by a special educator, inconsistency of the educational environment with the needs of children with varying degrees of intellectual disabilities, and insufficient support after completing school education. Special attention is paid to the problem of barrier-free communication and the use of professional terminology. It is substantiated that the desire for barrier-freeness should not lead to the mechanical extraction of professional concepts without taking into account their scientific content and functional purpose. Ways to overcome the identified barriers have been identified: development of early intervention, preservation and optimization of the special education system, improvement of regulatory and educational and methodological support for inclusive education, strengthening the role of the special educator, increasing the special competence of pedagogical workers, ensuring continuity of psychological, pedagogical and social support.