THE MODELS OF INCLUSIVE EDUCATION: GOALS, IMPLEMENTATION, METHODOLOGY AND EVALUATION

Abstract

The aim of this article is to outline the models of inclusive education. Furthermore, the article highlights the   goals, implementation, methodology and evaluation of inclusive education models. The relevance of the problem under consideration is that the inclusion phenomenon is an expression of every child’s right to educational equality, remains an important moral and political issue that needs to be addressed further. The feature of inclusive education is the willingness of teachers to accept students with special educational needs. Their attitudes and knowledge about inclusive education are important, as they are indicators of such willingness. The results of the study show that the role of teachers in inclusive education-co-education programs is very important and great as the teacher is the lever to mobilize such models of inclusive education. The implementation of co-education programs for children with or without special educational needs increases the quality of education because they achieve co-education, interaction of children with and without special educational needs, while promoting the interest of all students for mutual acceptance and improvement of interpersonal relationships.