The article presents the results of research on the implementation of the principles of inclusive education in Ukraine, substantiates its relevance in the development of a democratic society and European integration policy. The principles of the state policy in the field of inclusive education, its normative-legal support and international practice of providing educational services to citizens with special needs are described. Advanced experience of inclusion introduction in the educational process of preschool, general secondary, vocational and higher education institutions is analyzed. Official statistics on the total number of people with disabilities in Ukraine; availability of special secondary education institutions (boarding schools) and their contingent; the number of children with disabilities in preschool education institutions, students with disabilities in full-time secondary education institutions, persons with disabilities in vocational education institutions, persons with disabilities among students of higher education institutions etc., have been handled. The importance and expediency of the scientific development of the principles of inclusive education, its practical implementation and study of socio-economic effect are substantiated. Graphic visualization of the correlation between the employed persons with disabilities and persons without disabilities, number of children, pupils, students with special educational needs in education establishments of Ukraine is presented.
The article reveals the features of development and integrated implementation of virtual learning environment with the use of modern digital technologies in the learning process of higher education. The article summarizes the interpretation of the concept of "virtual learning environment". Virtual learning environment can be interpreted as an immersive online learning environment that has a methodologically integrated learning system, provides an open interactive dynamic learning process in cyberspace using modern digital technologies that take into account the individual educational characteristics of students. The main subjects and functions of the virtual learning environment are identified. One of the links in creating a virtual learning environment is the development of free learning space through websites. It is stated that the teacher's site should be integrated into the learning technology designed and implemented by the teacher. Then the logic and structure of the lesson will be an element of the teacher's creativity, and he is able to choose his own strategy and teaching methods, and not just follow the presentation of the material proposed by other authors. In conditions when the idea of personality-oriented learning, built on the innovative activities of the teacher, is fundamental in education, this approach, according to our research, is crucial. The possibilities of modern network technologies involved in the content management system are described, the roles of participants in the educational process are determined, the tasks solved by educational platforms are indicated, their main functions in the learning environment of higher education institutions are described.
Formulation of the problem. In the context of online / blended learning, the relevance of research on the use of digital technologies as a means of adaptive learning for higher education in computer science and mathematics is undeniable. Implementation of the principles of adaptive learning with the help of digital technologies provides significant opportunities for individualization and differentiation of the educational process by the cognitive characteristics and educational needs of each graduate. Materials and Methods. The study is based on the work of domestic and foreign scientists. Theoretical and practical methods are used. Using the methods of system analysis and theoretical generalization a study of the implementation of adaptive learning in distance learning at Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University. Results. It is substantiated that with the development of e-learning it became possible to effectively ensure the adaptability of the learning process of higher education in computer science and mathematics. Adaptation involves the analysis of individual characteristics and the initial level of training of students, the implementation of the process of interactive learning, evaluation of success criteria for the transition to the next level of education, and more. Methodical aspects of adaptive learning in the information educational system of a higher education institution are considered. Conclusions. The system of adaptive teaching of mathematics and computer science provides the optimal adaptation of the educational process to individual characteristics and personal preferences of students, promotes their cognitive activity, increases motivation to learn, provides monitoring of learning, and adjusts it to achieve planned individual results. The adaptive learning system has the potential to ensure the full involvement of students in the process of building their individual educational trajectory, developing their activities, improving the individualization of the educational process, and more.
The significance of the outlined direction research is determined by the fact that in modern conditions of postmodern society development, the issues of improving higher education and ensuring the quality of the educational process become relevant. The need for innovative renewal of the educational process of the higher school is determined by the emergence of a number of psychological and pedagogical problems, taking into account the conditions of postmodernity(mismatch between the needs of employers, the existing state of future professionals training and scientific and pedagogical staff’s qualifications, lack of mechanisms for selective processing of information, insufficient provision of information and psychological security of the individual, the need to develop an inclusive educational environment in higher education, etc.). The main conceptual principles of the innovative development of the educational environment in postmodern conditions are highlighted (humanization of the educational process, providing developmental learning and personality-oriented approach). The article analyzes the foreign and domestic experience of using innovative educational technologies (individualized, personality-oriented learning, as well as gamification of the future training professionals’ process), identifies their advantages and disadvantages. Peculiarities of their introduction into the practice of higher education in postmodern conditions are outlined. Prospects for further research are the development of practical recommendations for the introduction of innovative educational technologies in the future professionals training in higher education.
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