Structural and Functional Model of Formation of an Inclusive Education Management System: World Experience

Abstract

The need to improve the management of the modern education system, in accordance with the principles of humanisation and individualisation, implies the development of theoretical models that fully reflect the content and nature of assistance to students with special needs in a specific educational complex. The importance of this task is currently explained by the trend towards an increasing number of students. For the purpose of objectivity of the study, the countries that use different systems and models of inclusive education management were selected as follows. On the basis of geographical location due to socio-cultural, economic and political peculiarities, they were divided into the countries of the “north” (USA, Canada, European countries and Organization for Economic Cooperation and Development) and the “south” (Sub-Saharan Africa, Latin America, East Asia/Pacific, South Asia). On the basis of generalisation of the advantages and disadvantages of existing world models of inclusive education management. Taking into account the experience of the countries considered, it is advisable to develop a structural and functional model of formation of an inclusive education management system. It should be substantiated by the new conditions for organising education, and the requirements of society that are necessary for developing strategies of experimental studies organisation, aimed at further deepening the concept of inclusive education as considered in the field of general and vocational education. The components of the structural and functional model of formation of an inclusive education management system are characterised, and the results of realisation of this model are determined, among them as follows: improving the quality of activity of all inclusive educational institutions; a qualitative change in the personality of students with special needs, the teaching staff, administration, society; timely identification of problems in the system of providing a new quality of education and inclusive education in particular; formation of “quality culture” in education institutions; and development and provision of new types of good educational services.