MANAGEMENT OF SPECIAL AND INCLUSIVE EDUCATION

At the current stage of Ukraine's development, there is a need to conduct justified, consistent and in-depth reforms of the entire delivery system of educational services taking into account the requirements of the European Union. Ukraine's entry into the European educational space implies new approaches to management of the issue of inclusive education and the attitude of the academic community to students with special needs. This problem becomes especially relevant during and after Russian-Ukrainian war in 2022. For many years in Ukraine, the majority of children with special needs according to their needs, they received their education in special institutions, which even now remain for them as a traditional and leading form of education. However, the situation is gradually changing changes Ukraine took a course for European integration. In connection with this, certain changes occur in education policy, namely: the government pays considerable attention to the issues ensuring equal access to quality education for children with special needs and creating comfortable conditions for them to study. Under modern conditions of transformational processes in Ukraine in the field of education competent training and improvement of the qualification level is necessary managers of special and inclusive educational institutions. Introducing the ideas of the New Ukrainian School, inclusive educational environment for ensuring the rights of children with special educational needs for education puts forward new requirements for professionalism heads of institutions of general secondary education, their psychological and methodical readiness for innovative activity. After all the effectiveness of the institution depends not only on the state public administration, but also from a reasonable internal management It is this interdependence that conditions relevance of the problem of management activity in the institution inclusive education. Practice shows that the level of the manager's work largely depends on it depends on the success of the work of the entire teaching team. Therefore, during training of heads of educational institutions in the postgraduate education system it should be taken into account that its organizational activity begins with the definition scope of duties and rights of all heads of the educational institution. It a difficult question. Problems of rational transfer or, as they say, delegation management powers “down” – the most important educational problems institution. A clear division of duties between the director and deputies excludes parallelism in work, ensures the unity of actions, allows to cover all work areas, creates an opportunity to distribute evenly the load and take into account inclinations of members of the administration. Accordingly, the innovative development of educational institutions, which also includes responsibilities of managers of special and inclusive educational institutions, involves the following stages: functioning, conceptualization and design, implementation, evaluation and adjustment, functioning (Further the cycle repeats) and performs the following main functions: informational educational, educational and self-educational, stimulating and motivational, prognostic-anticipatory, project, organizational-resource, methodical, assessment and regulative. Problems of administration in traditional education institutions are investigated by I.Hryshyn, L.Vasylchenko, L.Karamushka, V.Krychevsky, V.Lazarev, M.Potashnyk and others; separate issues of management in inclusive institution studies are highlighted in the works of foreign (T.Loreman, J.Deppeler, D.Harvey, S.Palmer, K. Williams-Diehm, etc.) and domestic scientists (M.Buynyak, L.Danylenko, A.Kolupaeva, S.Myronova, Yu.Naida, V.Nechyporenko, N.Plohotniuk, M.Poroshenko, N.Sofiy, M.Tchaikovsky, V.Shinkarenko, etc.). However, the problem of the peculiarities of modern management inclusive education will continue to need targeted academics researches.