The peculiarities of educating adults with disabilities.

Abstract

The article reveals the peculiarities of educating adults with disabilities in the aspects of goal, tasks, principles, functions. The author examines the notion of “inclusion” as a concept, dynamic process, activity and educational technology. We propose to understand the inclusion in the wider sense – as a process of increasing opportunities of participation of a person with disabilities also in informal education, an opportunity of decreasing the level of his/her isolation, since the main task of inclusion in education is liquidation of social isolation (exclusion). It is proved that inclusive education requires research of its organization not only on the level of formal preschool, school, and higher education but on the levels of continuous education. The author points out the tasks of andragogues that work with adults who have disabilities – helping them in overcoming the complex of barriers: physical, psychological, social, educational, moral-willed; create the conditions that favors the development of personality by using active forms of education. We should specify that introduction of remote education of people with special needs, despite positive moments, has some disadvantages: it does not solve the problem of socialization, significantly increasing isolation, ignores the development of motivation and, as a result, it is not always productive. It is underlined that educational process should be directed at the extension of the sphere of social surrounding of people with special needs, creation of conditions for insertion of social partnership. In the process of getting education by people with disabilities the positive is that they not only gain professional skills but also social competences and they get directed at self-development. On the modern stage, success of education for adults with disabilities can be only achieved by interaction and partnership of government and non-government institutions and civil organizations. The attention is accentuated on the necessity of implementation of the world's experience of how to include people with special needs into formal and informal education in  Ukraine that will favor formation of civil society.