Development of special needs education in the Republic of Moldova

Magnusson, Liya Kalinnikova; Rosenqvist, Jeremias

doi:10.4324/9780367810368-14

Cited by 2 publications

(2 citation statements)

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“…The vision of inclusion and inclusive education has been a guiding principle in many countries [1][2][3]. This international trend toward inclusion and inclusive education, especially for students with special educational needs (SEN), has also been evident over the last two decades in many post-Soviet countries, among them Belarus [4] Lithuania [5], Moldova [6], and Ukraine [7]. In these countries, the phenomena of inclusion and inclusive education have been studied in various ways and research in the literature claims that the understanding of inclusion and inclusive education is vague, tensional, confusing, contradictory, and closely linked to integration, focusing only on students with SEN and their process of assimilation into a predefined educational structure.…”

Section: Introductionmentioning

confidence: 99%

Inclusion and Inclusive Education in Russia: Analysis of Legislative and Strategic Documents at the State Level between 2012–2014

Hanssen,

Alekseeva

2024

Education Sciences

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Inclusive education is an important foundation of many societies, including the post-Soviet countries. It has been more than ten years since the official implementation of inclusion in Russia. However, the inclusive education system has not developed enough to be equally supported everywhere throughout the country, and is marked by controversial views on legal regulation and inclusive strategies. The purpose of this article is to examine inclusion and inclusive education, mainly for students with special educational needs, as understood in the educational policy. The data consist of legislative and strategic documents on the state level between 2012 to 2014. The data analysis was based on a qualitative content analysis. The analysis indicated two main themes: the subtle expression and lack of a definition for inclusion, and an inconsistent expression and definition of inclusive education. The results point to the necessity of encouraging discussions as well as reflections with respect to articulating and defining what inclusion is and how Russia can create an effective strategy for the further development of inclusive education.

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Section: Introductionmentioning

confidence: 99%

Inclusion and Inclusive Education in Russia: Analysis of Legislative and Strategic Documents at the State Level between 2012–2014

Hanssen,

Alekseeva

2024

Education Sciences

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“…An essential part of the research was devoted to the necessary changes in teacher training in inclusive education [18,19], investigation of the teachers' understanding [20] and acceptance of inclusion [21,22], including prejudices and reasonable concerns among primary school teachers [9]. International collaboration projects have also contributed to understanding the prospects for further inclusive education in Ukraine [23][24][25].…”

Section: Introductionmentioning

confidence: 99%

Providing Inclusive Primary School Education for Children with Special Educational Needs in Wartime Ukraine: Challenges and Current Solutions

Великодна

Deputatov

Horbachova

et al. 2023

J. Intellect. Disabl. Diagn. Treat.

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Since 2011 primary school students with special educational needs (SEN) in Ukraine have been allowed to study alongside mainstream students in the inclusive education program established by the Ministry of Education and Science. The Russian invasion of Ukraine in February 2022 challenged the possibility of maintaining inclusive education for children with SEN, which required providers to find new solutions. This paper focuses on the first response of inclusion providers in the Ukrainian primary school education system to the challenges of working in wartime from February to May 2022, using teachers in the city of Kryvyi Rih as a case study. A quasi-experimental study (n=495) involved a group of inclusion providers (n=92) in comparison to mainstream primary school teachers (n=403). The research included: collecting data on the professional qualifications and experience of the teachers; questions on changes in the educational process and the number of students; the Psychological Stress Measure; Oldenburg Burnout Inventory; Brief Resilience Scale; and Miroshnyk Teacher’s Roles Self-Assessment Scale (MiTeRoSA), designed as an online survey. The inclusion providers faced numerous challenges due to the war, namely, (a) the enormous workload of preparing for classes (φ*=8.7, p<.01), the extended non-educational work assignments (φ*=5.5, p<.01), working with students (φ*=2.9, p<.01) and their parents (φ*=3.5, p<.01), (b) volunteering at school, and (c) the changed composition of student groups, i.e., students who left school and fled the area (in 64.1% of responses) and incoming students displaced from combat zones (27.2%). Struggling with stress and burnout (self-reported by 48.91% of inclusion providers), using psychological self-care skills and social resilience capacity through the support of the student's parents and colleagues, primary school teachers invented and implemented seven ways to maintain education for the students with SEN, the kind of which depended on the teacher's professional role structure and available social support.

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Development of special needs education in the Republic of Moldova

Cited by 2 publications

References 0 publications

Inclusion and Inclusive Education in Russia: Analysis of Legislative and Strategic Documents at the State Level between 2012–2014

Inclusion and Inclusive Education in Russia: Analysis of Legislative and Strategic Documents at the State Level between 2012–2014

Providing Inclusive Primary School Education for Children with Special Educational Needs in Wartime Ukraine: Challenges and Current Solutions

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