Neuropedagogical Principles as a Factor of Inclusive Education in the Context of Managerial Activity: European Experience

Abstract

The article analyzes the types, perspectives and trends of inclusive education management in a multifaceted manner, in particular, the experience of Western Europe today and during the last decades is analyzed. This is done with the aim of finding the most effective models or at least predicted appropriate recommendations for reforming inclusive education management. The general approach to writing the article is review-analytical with modeling elements. In this regard, the purpose of the article is to generalize the current trends in the management of inclusion in the world as a neuropedagogical principle of inclusive education in the context of management activities and to understand the theoretical conditions of reforming such management, taking into account the European experience. According to the authors, the relevance of the article is due to the contradiction between the managerial (vertical) and self-initiative (horizontal) intentions in inclusive education. As a result, it was possible to formulate a number of recommendations and find common problems and directions for the development of Ukrainian and European inclusion. The main trend that should be developed is the reduction of the management of state powers and the introduction of self-management principles based on the personal motivation of subjects of inclusion (self-directed behavior) within the most extended legal and power framework.