INDIVIDUAL INCLUSIVE EDUCATIONAL TRAJECTORY: ESSENCE AND CONTENTS

Abstract

The growing development of inclusive education leads to the construction of individualized
learning, which is why this issue is relevant today. The article is based on the main problems of introducing
inclusive education in educational institutions of Ukraine. Modern education is becoming more and more
adapted to the requirements of applicants with special educational needs, the principles of architectural
accessibility and universal design are being introduced more and more effectively, the principles of
reasonable adaptation in teaching are being used more and more often. But along with this there are many
unresolved issues: bureaucratization of the educational process, formality in the construction of
individualized learning, lack of professional orientation in the formation of the curriculum and rather
superficial participation of the applicant. The article pays special attention to the definition of basic terms:
individual learning trajectory, individual development program, individual curriculum. And although the
individualization of learning has its origins in the formation of inclusive education, but there is still no clear
definition of the concept of "individual inclusive educational trajectory", so the article for the first time
formed this definition. In addition to the definition, the goal and main tasks of the individual inclusive
educational trajectory were formed for the first time. A separate issue was the study of the stages of
construction of individual educational trajectory used today in educational institutions, identified its main
shortcomings and proposed to create a more detailed and advanced algorithm for constructing individual
inclusive educational trajectory, which will be based on the main principle of inclusive education. A special
area of work on the chosen topic was the study of the use of individual inclusive educational trajectory in
higher education, because to date this issue has been studied only at the level of secondary schools. The
legal framework governing higher education is considered. Prospects for further research on the
construction of an individual inclusive educational trajectory for applicants at all levels of education are
proposed.