Impact of the Education System on Social Development of People with Disabilities in Ukraine

Abstract

The article is devoted to the influence of inclusive and boarding institutions on the formation of social competence of young people with disorders. The issue of inclusive education in Ukraine is topical and requires attention of the state and society. The analysis of the results of an online survey of pedagogues on inclusion issues in Ukraine is provided; surveys, observation, and semi-structured interviews with young people with disabilities who were learned in conceptually different conditions are reviewed. The article is focused on the need to evaluate the special and inclusive learning conditions and their influence on the formation of social competence of youth with disabilities. The factors that impede the successful development of the inclusive education system in Ukraine are identified and analyzed. It is proved that inclusion is necessary for children with special needs as the alternative to boarding institutions and it is illustrated the real ways of inclusive education implementation into general educational process. The experimental research consisted of two parts: a research among young people with disabilities and among pedagogues-practitioners. This was dictated by the need to clarify an objective picture of the development of inclusion in Ukraine and to determine the impact of national education systems on the social development of people with disabilities. The assumptions were verified using the nonparametric method of mathematical statistics of χ²-Pearson's criterion of consent to compare the empirical distribution of features with the theoretical one, which would allow estimating the statistical significance of these differences.

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

“…The early history of *Address correspondence to this author at the Practical Psychology Department, Kryvyi Rih, Haharina prospekt, 54, 50086, Ukraine; Tel: +380985271017; E-mail: velykodna@kdpu.edu.ua this advance was described in detail by T. Bondar [2], and further years were outlined by M. Leshchenko and Y. Nosenko [3]. Among the most discussed topics were the general educational strategy for inclusion [4,5], core concepts [6], specific steps and interfering factors of the inclusive education implementation [7][8][9], social consequences of inclusive education on the quality of life of people with disabilities [10], adjustment of inclusion to international norms and standards [11], and policy influences on the fate of inclusion in a specific country [12][13][14]. No less important were studies devoted to parents' experiences when their children were inclusive students [15,16] and access to inclusion for children with special educational needs (SEN) from mother-only families [17].…”