MODELS AND TRENDS OF DEVELOPMENT OF SPECIAL EDUCATION IN THE EUROPEAN PRIMARY SCHOOL

The article examines trends in the development of special education in European primary school at the turn of the 20 th -21 st centuries. It points to the different views on the def- inition of the concept ‘integration' or ‘inclusive education' and characterizes its physical, psy- chological, administrative, social, and training levels. The integration models for pupils with special educational needs and factors affecting the results of the learning process are ana- lyzed. At ISCED 1 the European Union successfully implements a model integrating children with special needs in mainstream education, a model of segregation in special schools, and a model of flexible cooperation between the two educational systems – general and special ele- mentary education. The positive experience of EU countries in organizing educational support for junior students with special needs is represented by the general trend of converting special schools into resource centers