Trends in the development of inclusive education in Ukraine

Abstract

The purpose of the article is to identify trends in the development of inclusive education in Ukraine and related challenges. Their understanding and consideration in the formation of educational policy will contribute to a more successful process of its implementation. To achieve this goal, the method of desk research was used. It is established that at present the main trends in the implementation of an inclusive approach in education are the focus on the development of a multi-track model, a significant increase in special and inclusive classes of secondary schools and students who study there, decrease in the number of special educational institutions. Difficulties in implementation of inclusive approach in education are associated with the lack of a common understanding of inclusive education, the imperfection of the regulatory framework, the institutional weakness of the newly established amalgamated territorial communities which are responsible for the introduction of inclusive approach at the local level, the uncoordinated efforts of state and local governments, poor material and technical resources of educational institutions, lack of qualified teachers prepared to work with children in conditions of inclusive education

Inclusive Education in Ukraine

“…In the context of professional development, it is necessary to review professional competencies (pedagogical knowledge, values, attitudes, and skills) to provide the opportunity to use effective teaching methods and strategies that contribute to inclusion (Aiello & Pace, 2020). Horishna et al (2020) argue that in Ukraine, the implementation of an inclusive approach in education is oriented toward developing a multi-profile model. It foresees a reduction in the number of particular educational institutions and an increase in inclusive classes in educational institutions.…”

“…Another key point emphasized by authors is the absence of a common understanding of inclusive education and the institutional weakness of newly created united territorial communities responsible for implementing inclusive approaches locally. In addition, institutional challenges are associated with the inconsistency of measures and efforts of central and local authorities regarding inclusive education, as well as unsatisfactory material-technical support for educational institutions(Horishna et al, 2020).…”

The management strategy in the educational institution during the crisis caused by COVID-19 pandemic

“…At the same time mentioning the impact of economic crises on education equals it with other sectors of the economy Ilieva and Tsiligiris [8], adds that the financial feasibility comes to the foreground. In Ukraine, the problems of the development of education have been studied by Herasymenko [4], Horishna et al [5], Hrishnova [6], Huzar [7], Kremen [12], Sych, Khrykov and Ptakhina [20], Vakaliuk et al [23]. The impact pandemic restrictions to higher education system was highlighted by Iyer et al [9], Kondratenko [10], Kovalchuk, Maslich and Movchan [11], Miller [15], Tkachuk et al [21].…”

Psychological Support for Children with Intellectual Disorders in War Conditions

“…In general, over the last 5 years, the number of students in inclusive education has increased 7 times (Nichugovska et al, 2021). Significant progress in the implementation of inclusion for children with intellectual disabilities (Melnichuk, 2019) is due to a set of measures, the key of which is Ukraine's accession to basic international documents (Zasenko & Kolupaeva, 2014), adoption of normative-legal documents that ensure the implementation of organizational-legal and financial mechanisms of its implementation (Verbovsky, 2020), development of theoretical and methodological principles of inclusive education (Horishna et al, 2020), strengthening the institutional and financial capacity of local governments in the development of inclusive education and the realization of the right of children with special educational needs to receive quality education at the place of residence (Belova, 2014). However, due to the beginning of hostilities on the territory of Ukraine and the imposition of martial law, there are changes in the legal framework and humanization of relations in the educational and social space, changes in the educational paradigm, continues to actively search for new directions, technologies, methods of education especially, psychological support for children with special educational needs.…”