Modern Society: How Social and Inclusive Development Takes Place

Liudmyla Chernichenko; Nataliia Sokha; Eliana Danilavichiutie; Viktoriia Lohvynenko; Ruslan Lavlinskyy

doi:10.63931/ijchr.v7iSI1.2.439

Authors

Liudmyla Chernichenko Pavlo Tyhyna Uman State Pedagogical University, Ukraine https://orcid.org/0000-0001-8455-8869
Nataliia Sokha Zaporizhzhia National University, Ukraine https://orcid.org/0000-0003-3008-4834
Eliana Danilavichiutie Mykola Yarmachenko Institute of Special Education and Psychology, National Academy of Educational Sciences of Ukraine, Ukraine https://orcid.org/0000-0003-3911-7612
Viktoriia Lohvynenko Lviv State University of Life Safety, Ukraine https://orcid.org/0000-0001-9273-1983
Ruslan Lavlinskyy Interregional Academy of Personnel Management, Ukraine. https://orcid.org/0009-0008-8855-138X

DOI:

https://doi.org/10.63931/ijchr.v7iSI1.2.439

Keywords:

inclusive classes, inclusive education, information and digital competence, modern pedagogy, special classes

Abstract

The article addresses the urgent issue of inclusive and social development in Ukraine, where the number of people with special needs, including children and students, has grown during the war. It examines the state of inclusive education, key directions of socialization for individuals with special needs, and pressing challenges. The study reviews state policy and the effectiveness of management decisions in inclusion, analyzes statistical trends in the demand for inclusive education, and explores the work and staffing of inclusive resource centers in Ukraine. The article is based on the method of synthesis and analysis, the method of empirical research (surveys, direct pedagogical experience), the method of statistical analysis, and the method of generalization. To study the reasons why people with special educational needs do not enter the university, a questionnaire survey was conducted among visually impaired and hearing-impaired people. The article also describes the experience of implementing inclusive education at the Ivano-Frankivsk College of the V. Stefanyk Precarpathian National University (Ivano-Frankivsk), which is particularly active in the theoretical and practical areas of inclusive education. It has been established that the inclusive resource centers created in Ukraine work in three main areas: comprehensive psychological and pedagogical developmental assessment, correctional and developmental services, and psychological and pedagogical support. The key challenges in providing quality education for children with disabilities in general schools include inadequate special teaching aids, a shortage of program and methodological materials, a lack of support specialists, and insufficient teacher training to work with students with special needs.

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Modern Society: How Social and Inclusive Development Takes Place

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