Inclusive Education in Ukraine: parents of Children with Disabilities Perspective

Abstract

Social and political transformations inevitably cause changes in people's mindsets and result in conversion of a national educational system. Ukraine, as a post soviet country, is still trying to put away its totalitarian past and adopt the latest human rights policies that have been successfully functioning in the "developed" world for several decades. Th is study evaluates the quality of inclusive education in Ukraine, specifi cally focusing on services provided to families of students with disabilities whose views and opinions are oft en neglected by governmental offi cials responsible for creating inclusive environments.

Inclusion of Ukrainian Сhildren with Special Educational Needs (from among displaced people) in the Czech Republic

“…The search for ways to organise a safe, educational process and provide socio-psychological support to its participants in martial law conditions attracted researchers' attention (Nilholm, 2021;Malykhin et al, 2022) and others. The results of studying various aspects of educational and social inclusion of pupils and students with special educational needs (hereinafter: SEN) are presented in works (Ainscow, 2020;Telna et al, 2021;Zaborniak-Sobczak, 2022). Research on the features of optimising the interaction of various participants of the inclusive process (Klopota et al, 2019;Borzucka-Sitkiewicz et al, 2022) and others are important for the coverage of this topic.…”

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

“…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]. 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].…”