CURRENT FOREIGN MODELS OF INCLUSIVE MATHEMATICS EDUCATION IN GENERAL SECONDARY EDUCATION INSTITUTIONS

Abstract

Summary. Introduction. With the increasing number of students with special educational needs (SEN), the Ukrainian system of mathematics teacher education faces significant challenges, particularly the insufficient knowledge and practical skills required for effective teaching in inclusive classrooms. The study of international models and practices is of particular importance for the Ukrainian education system. It not only enables the identification of effective strategies and approaches for organizing inclusive mathematics education but also supports the modernization of professional training for future mathematics teachers in the context of inclusive education.

Purpose. The purpose of the study is to analyze contemporary international models and practices of inclusive mathematics education in general secondary schools, with a focus on improving the professional preparation of future mathematics teachers in higher education institutions.

Methods. To achieve this aim, general scientific methods (analysis, synthesis, concretization, comparison, classification, generalization) were applied, allowing for a comprehensive examination of international models and practices in inclusive mathematics education.

Results. The findings indicate that mathematics teacher training should explicitly incorporate issues related to the implementation of inclusive practices. The role of mathematics and mathematics education in the formation and development of personality has been substantiated. It has been emphasized that new approaches, models, and effective practices should be introduced into mathematics teaching within inclusive education. Several models for implementing inclusive education, including mathematics instruction, have been presented and compared. Such international experience can be adapted and partially integrated into Ukrainian practice, as well as serve as a foundation for modernizing the professional preparation of future mathematics teachers.

It is concluded that international experience reveals a wide spectrum of models and practices in inclusive mathematics education, which combine adapted teaching methods, differentiated approaches, extensive use of digital technologies and platforms, and strategies for collaboration with specialists in psychological and pedagogical support.

Originality. The scientific novelty of the study lies in the analysis, comparison, systematization, and conceptual justification of international experience in inclusive mathematics education within the context of modernizing mathematics teacher preparation. It also lies in a transformational approach that translates international practices into specific, well-founded, and ready-to-implement recommendations for the Ukrainian education system.

Conclusion. International practice demonstrates a systematic and multi-component approach to inclusive mathematics education, offering diverse models and effective strategies. Among them, the European multi-track model is particularly relevant for Ukraine, as its flexibility allows for the combination of different forms of learning while addressing individual student needs. The most effective framework for implementing inclusive education is Universal Design for Learning (UDL), which emphasizes flexibility and the adaptation of both content and teaching methods. The international models highlighted in this study can be adapted to Ukrainian realities. Some models, such as the “pull-out” and “cluster” approaches, are already partially implemented in Ukraine through the organization of resource rooms.

Effective inclusive mathematics education is impossible without close collaboration between teachers and assistants, as well as the continuous professional development of educators. The process of professional training for future mathematics teachers is crucial, as it shapes their inclusive competencies and readiness for teaching in inclusive classrooms. In this context, modernizing teacher education programs requires the inclusion of specific components and specialized modules on inclusive education. These should address not only theoretical knowledge but also practical skills, such as task differentiation, the use of digital tools, and effective collaboration with representatives of psychological and pedagogical support for children with SEN.

Future research should focus on developing methodological materials for university lecturers that integrate inclusion-related issues into courses on general methods of teaching mathematics in secondary schools.