Automation system of operation of inclusive resources centers: content on special education needs

The article presents current trends in education of children with special education needs, outlines topical issues of activity of inclusive-resource centers, discusses the concept of «need» in the context of the organization of educational environment. An innovation is the introduction in 2019 of an information and telecommunication automation system of operation of inclusive-resource centers (AS «IRC»), which ensures the creation of a single integrated information environment in the field of inclusive education. It is substantiated that special educational needs are to a greater extent individual, and their degree of manifestation and specificity determine the procedural and resource support of students' support and support in the learning process. Objective identification of the need is intended to help remove barriers that prevent a child's full participation in the educational process and successful socialization. It is legitimate to consider different classifications of special educational needs, depending on the criteria underlying it. It is advisable that the wording be clear, with clarity, consistency, consistency, convenience for all subjects of educational activity. On the basis of analysis of theoretical aspects of the problem and specific cases of complex assessment of children's development, recommendations for filling of content on special educational needs to the automation system of operation of inclusive-resource centers (AS «IRC») were developed. In the context of educational activity assessment, two groups of needs have been identified: Adaptation / Modification and Development Conditions, which are specified according to the specific situation (adaptation of the environment, physical activity, content, forms, teaching methods; minimal adaptation of tasks for the purpose of speech development; adaptation of writing tasks, etc.; conditions for the development of social, emotional, educational behavior, etc.). The use of the proposed content will help IRC specialists to improve the assessment of the development of children with special educational needs, identify with parents the individual needs and recommendations for creating the best conditions for education