The article is devoted to the problem of compliance of special education teachers training in Ukraine with the implementation of inclusive education in accordance with international standards It was found that despite many years of inclusive policy experience in Ukraine, inclusive practice is not implemented properly The assumptions about gaps in the staffing of inclusive education are made The level of professional readiness among future special education teachers for practice in inclusive educational environment is investigated and analyzed in the article The comprehensive questionnaire developed by the authors was used as a diagnostic tool in current study The questionnaire was designed in accordance with the content of such educational guidelines as the “Professional Development Tool for Improving the Quality of Work of Primary School Teachers” and the “ Profile of Inclusive Teachers” The main professional readiness criteria for practice in inclusive educational environment among future teachers are defined: Interactions; Family and Community; Inclusion, Diversity, and Values of Democracy; Assessment and Planning; Teaching Strategies; Learning Environment; Professional Development The developed questionnaire is aimed to identify the level of development of different professional readiness components, such as: theoretical-cognitive and practical-active The results showed low and medium levels of professional readiness for practice in inclusive educational environment among future special education teachers, that is insufficient to meet the social demand for training specialists to work in the new professional conditions of inclusive education Correlation analysis revealed the leading role of the practical-active component in the system of professional training, which require increased attention to its practical component, based on both university practical training centers and pedagogical internship The current study concludes on the necessity of transformation of professional training content for future special education teachers in accordance with international scientific achievements in the field of providing quality services to children with special educational needs

/pdf/professional-readiness-of-future-special-education-teachers-2fkawlcqe0.pdf

Professional readiness of future special education teachers for inclusive education in ukraine

This study deals with the author’s version of the reconstruction of history of formation and development of the state approach to the education of children with disabilities (or special educational needs) in Ukraine in the period 1920–2019. For the first time, a systematic coverage of the experience gained by Ukraine in correctional and rehabilitation work and education of such children and the individualization of education of students with primary academic failure at primary school. The contribution of Ukrainian teachers and psychologists to the development of special pedagogy is briefly covered. Particular attention is paid to the ideas of Yu. Hilbukh (1920–2000) in the context of primary school education for students having diffculties in mastering the curriculum, which we consider a variable annunciator of inclusive education. The change of the pedagogical paradigm concerning the education of children with special needs is substantiated due to the introduction in 2017 of modern international principles of inclusive education. In conclusion, it is stated that the introduction of inclusive education indicates the modernization of Ukraine’s humanitarian policy in the direction of further humanization of education. At the same time, it is emphasized that it would be wrong not to take into account the scientific and experimental base created in previous years for the study of such children and the experience of their education, rehabilitation and socialization.

/pdf/origins-of-inclusive-education-of-students-in-ukraine-aruhob3l56.pdf

Origins of inclusive education of students in Ukraine

Abstract The present exploratory study examines pre-service primary school teacher university training in inclusive education in the Czech Republic and Ukraine. Based on the theory of planned behavior (TPB), attitudes, subjective norms, and self-efficacy of first- and last-year students were assessed. The overall differences in item scores between first-year and last-year students are in both countries small and insignificant. These results suggest that the potential of professional training is not fulfilled. Therefore, we suggest further proactive university curriculum development based on the research-supported forms of training.

Pre-Service Primary School Teacher University Training for Inclusive Education in the Czech Republic and Ukraine: An Exploratory Study

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.

/pdf/providing-inclusive-primary-school-education-for-children-254d3yfu.pdf

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

The article deals with teachers’ training to the use of digital tools of formative assessment. The authors analyze a number of legal documents in the field of education, which emphasize the introduction of formative assessment in the practice of assessment of primary and basic school pupils. Formative assessment is defined as the assessment to identify learning needs and traces each student’s progress, it is carried out on a constant basis and aims to support, stimulate, motivate to learn. The important features of this type of evaluation are criterion, interactivity, consistency. The components of formative assessment are peer assessment, self-assessment, observation, development of logic goals and criteria for their achievement, feedback.The programme of advanced training for teachers of different profiles, deputy heads of educational work on the topic ``Theory and Practice of Application of Formative Assessment at a Primary School'' was presented. The experience of such programme in advanced training courses at Municipal Higher Educational Establishment “Kherson Academy of Continuing Education of Kherson Regional Council” is presented.The authors describe a pedagogical experiment conducted on the basis of Municipal Higher Educational Establishment “Kherson Academy of Continuing Education of Kherson Regional Council” on the use of digital tools during formative assessment. The experiment covered 162 primary school teachers who were trained under that program. During the practical classes, teachers worked with such digital tools as MentiMeter, Plickers, Kahoot, Poll Everywhere. The results of the survey showed the relevance of the course and the need for its implementation in postgraduate pedagogical education for teachers who will teach at the New Ukrainian School.

/pdf/teachers-training-for-the-use-of-digital-tools-of-the-1mr383yk.pdf

Teachers' training for the use of digital tools of the formative assessment in the implementation of the concept of the New Ukrainian School

Inclusive education in Ukraine

Inclusive education in Ukraine at the legislative level started more than 10 years ago, but analytical monitoring studies indicate that the level of education for children with SEN is unsatisfactory. The lack of an inclusive learning strategy andlow level of teachers` readiness to carry out the educational process for children with SEN together with their peers may be factors in this situation. The purpose of the study is to develop and implement an algorithm for enhancing the competence of teachers of inclusive classes. We conducted a training program in eight educational institutions (10 IEP teams), aimed at increasing the level of team interaction and inclusive competence of specialists. To assess the process of inclusive competence`s formation before and after the training program, we used Org-EIQ methodology, motivational orientation test, and teacher self-assessment method « Professional Development Tool for Improving the Quality of Practice in Primary School » . As a result, all teachers have achieved a significant increase in the effectiveness of interdisciplinary support for children with special needs, which have reflected in the positive changes that have occurred in teachers at the professional, interpersonal and personal levels.

/pdf/ways-to-increase-the-inclusive-competence-of-pedagogical-109yhb1wli.pdf

Ways to increase the inclusive competence of pedagogical staff of special needs support team

Education of children with special educational needs (SEN) in Ukraine continues to find the ways of its realization under the conditions of the deficit of different supportive factors, among them – provision of the specialists. There is no position in Ukrainian schools, which would deal with the issues of inclusive education on the competent basis. At the same time there are several similar positions in the US schools (special education teacher, case-manager) as well as there is a position, which is directly related to coordination activities – Special Educational Needs Coordinator (SENCO). 
We believe that existence of the position of coordinator in the support team is one of the main conditions of coordinated work of the support team, which would provide continuity in the process of education, upbringing and socialization of the person with special educational needs.
The article provides generalization of the main directions of activities of such a coordinator according to the professional profile and offers the assumption regarding the possible coordination role, which could be conducted by one of the members of the support team in Ukrainian schools. The article provides analysis of the existing legal and scientific-methodological materials, focused on the issue of the support team as well as the issue of coordinator of such a support. The lack of Ukrainian educators` awareness on the content of the team interactions and the role of the coordinator is defined, which became a condition to formulate a need to withdraw from the formalism and to look for the real coordinator, who would deal not only with the issues of learning of persons with special educational needs, but will be capable of introducing the culture of inclusive educational environment development, which would be barriers-free, supportive and developmental for all participants of educational process. In this process professional profile of Special Educational Needs Coordinator became the main guide regarding the defining process of the content of activities of this coordinator. According to this profile the specialist has to influence the school policy towards inclusive education, to assess the needs of children with SEN, to monitor their development, to train teachers and to coordinate their activities, and to support families of children with SEN. We analyzed how some of these coordinator`s functions can be realized in Ukraine, and we emphasized that these functions can be brought to life by other team members in the process of providing support to children with SEN. However, we hope that the special teacher – the new profession, which was introduced into Ukrainian classificatory of professions recently, would be the best option for this role.

/pdf/coordinator-of-inclusive-education-as-a-challenge-for-3nm8c2ug.pdf

Coordinator of inclusive education as a challenge for ukrainian education system

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Inclusive education in Ukraine

Ways to increase the inclusive competence of pedagogical staff of special needs support team

Coordinator of inclusive education as a challenge for ukrainian education system