The aim of the paper is to reveal the challenges of implementation of inclusive education in typical rural schools of Ukraine. The authors performed empirical research to identify attitudes of rural school teachers towards inclusive education as well as their understanding of existing barriers and priorities to improve the quality of educational services for students with special educational needs (SEN). To achieve the aim of the research, the following methods have been used: reviewing of psychological and pedagogical literature, questionnaire surveys, quantitative and qualitative analysis of the obtained data. The outlined problem has been theoretically analyzed and the peculiarities and difficulties of teaching students with special educational needs in rural areas have been substantiated. The paper describes survey responses of teachers involved in the inclusive process in rural schools. 192 representatives of different age categories and regions of Ukraine participated in this empirical study. The paper explores questions of effective management of rural schools, professional cooperation in a team of psychological and pedagogical support of students with special educational needs, promotion of inclusive practices via information and communication technologies (ICT) and STEAM-laboratories, cooperation within local communities, introduction of universal design for learning and others. Prospects for the development of rural inclusive schools in current conditions of digitalization of education also have been identified.
In the article the essence of the following concepts are analyzed and clarified: "culture" (education and upbringing level, as well as a field of competence or activity); "general culture" (a person’s general characteristics); "professional culture" (an integral characteristic of a person as a specialist which determines the level of his/her qualifications and authority in the professional environment); "pedagogical culture" (embodied in professional activities and depends on the level of society development, the teacher’s competence); "information", "communication" (outlined in the spiritual and psychological context of the process of human communication, characterized by the essence and forms of psychological contact as well as influence; "information culture" (a holistic subsystem of the person’s general professional culture, an indicator of the level of modern teachers’ professional competence, manifested in the understanding and ability to perceive different information and use information technology to create own interactive space); "information and communication culture" (a substructure of pedagogical culture, integrating professional knowledge, skills and abilities to work in the information environment, communication activities, knowledge of professional ethics and aesthetics using the proposed and creating own information products for educational activities), etc. The essence of the information culture of the teacher is substantiated, which, according to the author, is an interconnected component of both the general culture and pedagogical culture, as well as the culture of society as a whole. The levels of information culture in the general context of digitalization of society, as well as the development of information and communication literacy of modern teachers are analyzed. The author's materials from the dissertation "Formation of information and communication culture of future primary school teachers in the process of professional training" for the degree of Doctor of Philosophy (2021) are used in the article.
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