Inclusive education in Ukraine:
conditions of implementation and challenges
DOI:
https://doi.org/10.14571/brajets.v16.nse2.50-62Keywords:
information and technological support, inclusive education, socio-cultural integration, cognitive modelingAbstract
This paper suggests a model of information and technological support for inclusive education that considers the specifics of this process in Ukraine. Inclusive education is a key factor in the development of civic democracy. It aims to transform schools into platforms of equality and improvement for all students. The literature review aims to assess the current state of inclusive education and identify the conditions necessary for developing inclusive education systems. The article explores the following aspects: the concept of inclusive education as a platform for civic democracy; the influence of historical context and societal values on attitudes toward differences and disabilities; research covers the current state of inclusive education in Ukraine, America, and Europe; it describes the obstacles that preceded the implementation of inclusive education in these countries. As part of this model, the authors consider a data storage system designed for the comprehensive processing of information related to the psychophysical assessment of people with special needs. The article provides an overview of key aspects and formalized criteria for assessing the impact of implementing information technologies on the outcomes of inclusive educational support. These criteria consider social and scientific-technical aspects of implementing information technologies at every stage of inclusive education support. The results of the study indicate that most data focus on the analysis of attitudes toward inclusive education and people with disabilities. Although most survey participants generally support inclusive educational initiatives. In addition, the authors identified a series of obstacles that must be overcome to implement these initiatives in the region successfully. The article identifies the possibilities of implementing inclusive education in the historical context of the region. Moreover, the authors identified structural and cultural barriers to its implementation and provided directions towards future research.References
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