Social Reception and Inclusion of Refugees From Ukraine

Isański, Jakub; Nowak, Marek; Michalski, Michał A.; Sereda, Victoria; Vakhitova, Hanna

doi:10.21203/rs.3.rs-1694920/v1

Cited by 6 publications

(1 citation statement)

References 1 publication

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“…The methods of aiding students and the children's breadth of learning difficulties were observed as nonpsychological contributors to the success of digital education for students with disabilities. After the Russian invasion of Ukraine on the 24th of February, 2022, many primary school students fled, seeking education abroad [27]. At the same time, most students, whether they stayed in their hometowns in Ukraine or were evacuated to other regions, continued their education online with their initial primary school teacher and assistant.…”

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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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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Zachowanie zdrowia psychicznego uchodźców w warunkach ucieczki przed wojną do Polski z Ukrainy

Ovcharenko

2024

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Celem artykułu jest analiza stanu psychicznego migrantów wojennych, którzy przyjechali do Polski od rozpoczęcia wojny rosyjsko-ukraińskiej w 2022 roku z perspektywy psycholożki kryzysowej, realizującej wsparcie psychologiczne kierowane do uchodźców w Polsce. Dominującą grupę uciekających przed wojną stanowią kobiety z dziećmi, niemniej wśród osób, których wojna zmusiła do emigracji są także mężczyźni. Ukrainki znalazły się w zupełnie nowym środowisku, w nieznanym kraju, ale nie traciły sił, by radzić sobie z codziennymi wyzwaniami i utrzymywać standard życia odpowiadający ich bieżącym potrzebom. W grupie migrantek wojennych są jednak i te, które nie poradziły sobie z kryzysem i nadal odczuwają destrukcyjny wpływ traumatycznych doświadczeń na własne zdrowie psychiczne i fizyczne, a tym samym na zdrowie swoich dzieci. Artykuł skupia się na analizie czynników hamujących i sprzyjających zachowaniu zdrowia psychicznego przez uchodźców wojennych w nowym miejscu pobytu.

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The Situation of Parents of Children with Autism in the Context of Refugeeism and War Trauma

Bałakier

2023

Polish Journal of Educational Studies

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With the outbreak of the war in Ukraine, the lives of a huge number of families have irrevocably changed, forcing them to leave everything behind and flee their country. Juxtaposing this with the fact of raising a child for whom constancy and repetition are the most important framework for functioning, makes an already difficult experience much deeper and more traumatic. The aim of the article is to analyze the situation of parents of children with autism in the context of refugeeism and war trauma. As numerous studies show, these parents experience high stress and their well-being is reduced. Juxtaposing this with the perspective of war and refugeeism may be the basis for better listening to the needs of this group and reviewing the forms of support available in our country.

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Social Reception and Inclusion of Refugees From Ukraine

Cited by 6 publications

References 1 publication

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

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

Zachowanie zdrowia psychicznego uchodźców w warunkach ucieczki przed wojną do Polski z Ukrainy

The Situation of Parents of Children with Autism in the Context of Refugeeism and War Trauma

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