Urgency of the research. Differentiation at the present stage is considered as the important way to improve school education. Its strategic goal is to create the best conditions for involving children with different psychophysical potential in cultural heritage and to ensure their harmonious development on this basis.
Target setting consists in the analysis of the differentiated pedagogical process for the purpose of revealing of mechanisms of preservation of its integrity.
Actual scientific researches and issues analysis. The holistic pedagogical process was studied by V. Dobriyanov, V. Kuzmin, E. Monoszon, M. Skatkin, B. Yudin, M. Danilov, Yu. Babansky, L. Bozhovich, V. Ilyin, V. Kraevsky, B. Likhachev, B. Gershun-sky, V. Serikov and others. They considered the integrity of the pedagogical process primarily as the unity of learning, education and development, which ensures the integrity of the formation of the student's personality as a person. In an inclusive school, the integrity of the pedagogical process is interpreted as the integrity of a differentiated pedagogical process.
The research objective is to consider the integrity of the pedagogical process in an inclusive school, to analyze ways to preserve the integrity.
The statement of basic materials. The article analyses the approaches to the definition of “integrity”. There were considered such pedagogical aspects of integrity as the integrity of the goals and the contents of education, the integrity of system of teaching methods. It is shown that the idea of integrity is a backbone one for developing the educational programs or lessons. The article substantiates the need for appropriate teaching aids for the integrity of the pedagogical process, which would promote the consistency of its components – purpose, educational information, schoolchildren, teachers, methods, forms, teaching aids. The article examines the methodological regulators of building a modern strategy of a holistic approach to the study and design of educational reality.
Conclusion. The implementation of the concept of integrity in the pedagogical process in an inclusive school is controversial. On the one hand, the need for differentiation arises due to different psychophysical abilities of schoolchildren, and on the other hand, organization of the pedagogical process as a system without unity is problematic. Humanization, which includes the formation of the child as a subject, taking into account its potential is an integrating factor in finding a balance between integrative and differentiated components and the basis of integrity of the pedagogical process.
Key words: integration, differentiation, inclusion, pedagogical process, school with inclusive form of education, children with special educational needs.
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