BARRIERS TO THE INCLUSIVE EDUCATIONAL SPACE OF A VOCATIONAL (VOCATIONAL-TECHNICAL) EDUCATION INSTITUTION: THEORETICALASPECT

Purpose. Based on the analysis of scientific literature and modern educational practice, to identify the main barriers to ensuring equal opportunities for students with special needs while studying in the system of vocational education. Methods. To solve the purpose of the study, a set of theoretical methods was used: analysis of scientific literature, regulatory documents and legislative acts; study of the modern educational space of inclusive infrastructure in vocational (vocational-technical) education institutions of Ukraine and Europe; comparison, generalization, systematization of theoretical data. Results. The current state of accessibility of the educational environment of VET institutions for people with special educational needs is considered. The conditions of accessibility of vocational education for students with special educational needs are analyzed, certain types of barriers to the implementation of inclusion are identified, which can be grouped into three main areas: social adaptation to the educational environment, accessibility of educational products during full-time and distance learning, and the use of information, computer and assistive technologies. Conclusions. The main barriers to the inclusive educational space of VET institutions are pedagogical barriers related to the choice of teaching methods in accordance with the student's nosology, the use of information, computer and assistive technologies, insufficient training of teachers, and the lack of support staff. Technological barriers related to technological tools and components in the distance learning system and their accessibility for students with special needs. For educators, there are certain challenges in choosing the appropriate methodology, information and computer tools that will not only meet learning objectives, but also facilitate joint interaction between teachers and students with and without special needs. Individual barriers that relate to both students with special needs and normative students, namely, communication barriers. The lack of experience of interaction between these two groups of students prevents the real inclusion of students with disabilities in the educational and social space of a VET institution