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DOI: https://doi.org/10.34069/AI/2022.55.07.8
How to Cite:
Lemeshchuk, M., Pisnyak, V., Berezan, V., Stokolos-Voronchuk, O., & Yurystovska, N. (2022). European practices of inclusive
education (experience for Ukraine). Amazonia Investiga, 11(55), 80-88. https://doi.org/10.34069/AI/2022.55.07.8
European practices of inclusive education (experience for Ukraine)
Prácticas europeas de educación inclusiva (experiencia para Ucrania)
Received: July 9, 2022 Accepted: August 22, 2022
Written by:
Lemeshchuk Maryna35
https://orcid.org/0000-0002-7831-1023
Pisnyak Valentina36
https://orcid.org/0000-0001-7833-9192
Berezan Valentyna37
https://orcid.org/0000-0002-4999-7898
Stokolos-Voronchuk Oksana38
https://orcid.org/0000-0002-0834-9085
Yurystovska Natalia39
https://orcid.org/0000-0002-7688-9462
Abstract
In the era of globalization, there is a process of
democratization and openness of society. The
value of human beings, their dignity, and their
lives are being redefined and given new meaning.
Race, gender, gender, social stratum, physical
and mental capabilities are no longer “criteria”
for being in society. Everyone has the right to
exercise his or her rights. Everyone has the right
to education, medicine, life, etc. Ukraine is
gradually moving towards Europe and over the
past five years has been actively implementing a
program of inclusive education. Inclusive
education is a system of educational activities
aimed at overcoming discrimination and
exclusion of students with physical and
psychological disabilities. This system of
education has become in opposition to the
boarding school system, where students are cut
off from society. For five years, Ukraine has been
actively creating inclusive classes and
introducing various teaching methods. We can
consider Europe as an example as a defender of
democracy and human dignity. Therefore, the
purpose of our work is to study the European
35
Candidate (Ph.D) of Pedagogical Sciences Associate Professor at Department of Special and Inclusive Education Pavlo Tychyna
Uman State Pedagogical University, Faculty of Preschool and Special Education, Ukraine.
36
Post-Graduate Student, Lecturer of the Department of Professional Methods and Innovative Technologies in Primary School,
Faculty of Primary Education, Pavlo Tychyna Uman State Pedagogical University, Ukraine.
37
Doctor of Pedagogical Sciences, Associate Professor of the Department of Special Education and Social Work Poltava V. G.
Korolenko National Pedagogical University, psychological and pedagogical faculty, Department of Special Education and Social
Work, Ukraine.
38
Cand. of philological sciences, docent Vice-rector for scientific work Andrei Krupynskyi Lviv medical academy, Doroshenko, Lviv,
Ukraine.
39
Candidate of Sciences in Public Administration Vice-rector for educational work Andrei Krupynskyi Lviv medical academy
Doroshenko, Ukraine.
Lemeshchuk, M., Pisnyak, V., Berezan, V., Stokolos-Voronchuk, O., Yurystovska, N. / Volume 11 - Issue 55: 80-88 / July, 2022
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practices of inclusive education in Ukraine. For
the purpose we used the following methods:
observation (throughout the study), interviews
with all subjects of the learning process,
inductive method, testing to check knowledge.
Since the essence of inclusive education is not
only the acquisition of knowledge but also
comfortable growth in society, we want to pay
special attention to this aspect. The results of the
study showed that a special role is played by
individual development of tasks for students,
allowing to involve children even with
psychophysiological problems. Also, a special
role is played by parents and a teacher's assistant
(for example, in Italy), the game form of
learning, the change of activities after 10-20
minutes, group work, etc. The novelty of the
study lies precisely in the analysis of the
implementation and evaluation of European
practices in Ukraine. The results of the study can
be used in adjusting educational programs of
inclusive education, communication of all
subjects of training and for their qualitative
implementation, as well as acquiring the
importance of the role of assistant teacher.
Key words: inclusive education, inclusive
pedagogy, pedagogy, training, education.
Introduction
For decades now, the modern world has followed
the path of globalization, the openness of some
countries to others. Cultural, political, economic
integration processes have woven a large social
web around the world: between countries,
companies, people regardless of gender, race,
age. A concomitant feature of this process is the
democratization of society and the development
of the concept of “open society”.
An open society carries with it the ideology of
equal rights for all people among themselves, can
participate and play an active role in society, use
all the benefits of modern society: from visiting
stores, theaters, museums to studying in schools,
colleges, universities. Men and women, children
and adults, people with autism and visual
impairments, the physically excluded, and the
healthy - they are all equal before the law, the
state, and the world. But finding people in public
and open spaces who have physical and/or
psychological problems has been and continues
to be uncomfortable and barrier-free. The sphere
of education and science for people with
disabilities is no exception. Everyone has the
right to education, everyone has the right to
knowledge, but people with physical, mental,
psychological disabilities cannot receive an
education. The main reason is that educational
institutions (of all levels) simply do not have the
material and technical base to educate such
people, and instead have many barriers.
Previously, boarding schools and special classes
were opened for children with disabilities. That
is, in this way, children were cut off from society,
their peers, and normal life. In order to overcome
loneliness and to realize the ideology of “society
for all”, for several decades inclusive education
has been actively developed and implemented.
Inclusive education (from Inclusion - inclusion)
is a system of educational services guaranteed by
the state, based on the principles of non-
discrimination, consideration of human diversity,
effective involvement, and inclusion in the
educational process of all its participants
(Ministry of Education and Science of Ukraine,
(n.d)). Simply put, that these are classes where
normal children and children who have some
diseases or defects study.
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Examples of quality implementation of inclusive
education are the countries of Europe. In
particular, Italy (as the first country), Austria,
and Germany. In these and other European
countries the right to education, protection of
persons with disabilities, inclusive education is
enshrined in constitutions and a number of
international agreements and laws. European
countries have material and technical bases,
workers and specialists, a variety of pedagogical
practices, and assistance centers.
Ukraine joined (ratified) the Salamanca
Declaration (Spain) in 1994. This is the
document in which the term “person with special
educational needs” was formulated for the first
time. Such international structures as the United
Nations (UN), separately UNESCO, and public
organizations also played an important role.
Ukraine is on the path of European integration,
so it must comply with democratic norms and
values, create an “open society” and be a civil
society. Involvement of people with special
needs in society realizes natural, constitutional
human rights and makes the country worthy of
the European Union.
Even though over the past 5 years Ukraine has
done a lot for the quality implementation of
inclusive education, such classes in some areas
(and not all over the country), the problem
remains that society is not ready to accept such
people to itself, and the fact remains that the
education system in Ukraine is “different” and it
masters the European experience in its own way.
That is why the work aims to study inclusive
practices (European experience) within Ukraine.
The aim of the work led to the solution of the
following tasks: to analyze the situation with
inclusive education within Ukraine, to study the
European experience in this area. To investigate
the comfort and quality of inclusive education
practices in Ukraine.
Theoretical Framework or Literature Review
The topic of inclusive education is not new. In
the scientific space, there are already a sufficient
number of texts on this topic. In Ukraine, to a
greater extent, studies are devoted to the
definition of the concept of “inclusive
education”, related concepts, and the subject of
the introduction of education at the legislative
level. It would be appropriate to note the work of
Prodius Oksana “PECULIARITIES OF
MODELS OF INCLUSIVE EDUCATION IN
THE EUROPEAN COUNTRIES” (Prodius,
2019). This theoretical study analyzes the current
situation of inclusive education in Europe and
expresses the opinion that the inclusion of people
with disabilities in society has positive
characteristics for the economy. For example,
quality human resources, inclusive classes
economic for the creation of special, specialized
institutions, etc. Malyshevsʹka Iryna
(Malyshevsʹka et al., 2019) studied the socio-
philosophical component of inclusive education.
The achievement of Western colleagues is more
diverse and concerns different subjects of the
educational environment. To the general and
theoretical works, we can refer the works of
Claes Nilholm (Nilholm, 2021) developments
that aim to qualitatively influence the practical
and methodological teaching of inclusive
education through quality theoretical training.
Antonio M. Amor (Amor et al., 2019), who with
colleagues studied a study of inclusive education
based on 2380 articles. The most theoretical
article we can consider Yao Ydo (Ydo, 2020),
which, in our opinion, has a philosophical
purpose in the collective responsibility and
comfortable coexistence of people. The work of
Lani Florian (Florian, 2019), which questions the
relevance of the existence of special inclusive
education. The purpose of inclusive education is
not only to educate and tutor a child with special
needs a “basic program,” but also to give some
special knowledge and make a person a certain
specialist. But the methods of teaching general
and specific subjects are different. Thus, teachers
of special subjects are less adaptable to teaching
in inclusive classes than the “general” profile of
the teacher. A related work is Thinking Inclusive
Science Education from 2 Perspectives: Inclusive
Pedagogy and Science Education, which deals
separately with the possibility of teaching natural
subjects.
A special and major role in the success of
inclusive education is played by the teacher, who
creates the atmosphere in the classroom,
influences the adaptation of the child in society,
adapts the curriculum, and “leads” students
throughout the learning process. Not all teachers
agree with the introduction of inclusive classes,
not all believe in its success. Therefore, Timo
Saloviita (Saloviita, 2020). investigated teachers'
attitudes towards inclusive education in Finland.
According to the researcher, gender does not
significantly affect the desire to teach in an
inclusive classroom, but age plays a small role.
Yes, young teachers are more open to such
children than mature teachers. Similar work on
teachers' reflections is written by Paul S.
Hengesteg, Laura Bestler, et al., (Hengesteg et
al., 2021).
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“Subject matter” consideration of inclusive
education is conducted by Michael Braksiek
(Braksiek, 2022). His work examines the
attitudes of physical education teachers towards
starting an inclusive classroom. The respondents
of his study were master's and bachelor's degree
students just gaining knowledge in the
pedagogical field.
A contemporary theme concerns Linda Daniela
and Miltiadis D. Lytras (Daniela and Lytras
2019). They studied robotics in inclusive
pedagogy. It is known that almost all schools are
moving to compulsory computer science and are
actively introducing new technologies into the
educational environment. Yes, learning becomes
more interesting, more diverse, and
interdisciplinary. For example, students can
program themselves. Only for children with
special needs conditions should be created. Due
to visual impairments, students may have
problems with the aforementioned programming.
The work of Edvina Bešić (Bešić, 2020). in the
experience of Austria raises the question of the
mistaken belief that inclusive education is
education only for people with disabilities, but
this is erroneous. Such education opens the door
to the world of science and education for
refugees, people of a different race, gender,
religious or sexual views.
Europe is gradually moving away from the
classical type of education and more and more
towards STEAM (STEM) education. (science,
technology, engineering, and mathematics). This
system of education aims to develop a
harmonious person with interdisciplinary
thinking and a broad worldview. In such a system
there are no classical subjects, but there are
project activities that require analytical thinking
on the synthesis of knowledge. Considering that
inclusive education also requires a special
approach, although these two pedagogical
phenomena can be combined. Erin Sanders O’
Leary, Casey Shapiro, and others (O’ Leary et al.
2020) joined in the analysis of STEM education
and inclusive pedagogy. They have studied the
use of such a system by teachers themselves and
their instruction.
An individualized approach to students can be
because of the play form. The issues of play form
in inclusive teaching, the role and degree of the
teacher in the play process have been addressed -
Erica Danniels & Angela Pyle (Danniels & Pyle,
2022)
It will be relevant to mention the work of Luca
De Benedictis & Silvia Leoni (De Benedictis &
Leoni, 2021) in the Erasmus study of inclusion.
Inclusive education should not be confined to a
school or university. Being open about
everything and engaging students with
disabilities in international experiences unlocks
doors to new knowledge, experiences,
professional development, and communication
in general. The study found low rates of
involvement of special students and disparities in
favor of the female gender.
Additionally, we studied the Manos Antoninis
(Antoninis et al., 2020) report on work in
education, information on the website of the
Ministry of Education and Science of Ukraine.
And in the collection “Young Adults and Active
Citizenship”.
Methodology
The study was conducted by the authors of the
article in Ukraine during one school term in
secondary education institutions. All schools
study according to the “New Ukrainian School”
(NUSH) concept. Individual plans were
developed for children with special development,
coordinated with a special commission and the
student's parents. It should be noted that the
forms of work changed depending on the success
of the educational process. Thirty children (1-2
special children per class), 20 teachers, and 20
teaching assistants participated in the study.
Teachers had to follow the NUSH curriculum,
adapting it for students with special
development, as well as using the student
portfolio method, changing activities every 10-
20 minutes, the game method, working in groups,
and working in groups with a leader to help the
special student.
Because of the specific topic of the study and the
individual characteristics of the students, the
authors used several empirical methods:
observation (throughout the school semester),
interviews with teachers and their assistants
before the study and after. We did not formulate
specific questions but highlighted certain themes
(instruction, classroom atmosphere, use of
certain practices, and student reactions). Forms
of student control after each topic covered. And
interviews with each individual student after
each passed topic. Feedback from parents
(optional) was also collected. The inductive
method and generalization method were used
after the results were obtained.
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Using the above methods, we want to see not
only the quality of learning and mastery of
knowledge, but also an assessment of the comfort
of learning, the reaction of children with special
needs to the educational environment, the
relationship with society, and this can be
understood by following the students and
through personal conversations with teachers,
assistants and the children themselves.
Results and Discussion
During one school term, we used a
comprehensive approach to the topic of inclusive
education in Ukraine, combining subjective
methods (interviews, conversations) and
objective (test tasks, a certain assessment of
success according to a table of our own design),
and methods and forms of teaching were
constantly changing. The results of the study are
based on the results of each individual student
and children's own reflections. We have only
generalized them and reduced them to certain
opinions.
After conducting the research, we obtained the
following results.
− Portfolio Maintenance - 100% All teachers
indicate in favor of the portfolio. This is the
only practice that was able to collect an
absolute score from all respondents. The
main advantages of this practice include:
collection of all forms of work, possible
demonstration to specialists, parents,
analysis of work results, and progress in
learning. Collecting a portfolio does not take
much time and is not complicated in its
structure.
− Changing activities every 10-20 minutes -
20% are against this practice and noted that
they are not comfortable presenting the
material and they do not have time. 40% in
favor of such practice but taking into
account the student's ability. There were
cases where the student's motivation and
initiative allowed the form of work to
continue. 40% for such practice. Separately,
the results showed: for students with
physical disabilities, such practice was
necessary. The average activity lasted about
10 minutes.
− Group work. There was a division into
strong and weak groups, a group with a
leader, and groups of desire. 10% - mark on
problems. 90% - for such form of work.
Working in groups contributes to the
socialization of a child with special needs,
and to students (with development without
deviation) “fostering” respect for the other.
In a supportive environment, the emotional
level of the child with disabilities improved,
they actively participated in common tasks.
The observation method yielded the following
results:
− The special role of the teacher's helper stood
out;
− The play form proved to be a method of
calming the child and distracting her;
− Saw adequate acceptance of children of a
student with certain disabilities; Sometimes
“forgetting” that she is not
− Cases of “speech” bullying. use of the word
“handicapped,” etc.;
− The need to enlarge books in Braille;
− The form of work is difficult to change
because of the great interest of the child;
− The need to change the form of work due to
lack of interest.
− Increase of students' self-control two months
after the training.
In elementary school, grades are formal. There
can be no assessments. Therefore, the authors
made their assessment methodology based on the
objectives of elementary school: reading,
expressing own thoughts, the ability to count
(arithmetic), the development of creative
abilities. Instead of grades subjective assessment
of the teacher: “active” learning, “slow”,
“difficult”.
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Table 1.
Assessing students in relation to their own progress.
Author's development
* of the 30 students, six were visually impaired. But the necessary facilities were provided.
* all learning progress was put in relation to each student individually. The curriculum and practices were
adjusted.
Based on the results of the training and
interviews with teachers, we can draw the
following conclusions:
− Gradual progress in learning due to the
mixed form of work.
− Creative tasks were much better for the
children. Teachers did not interfere with the
tasks. Only teaching assistants helped
children who needed it. But physical ability
did not affect motivation to engage in
creative work.
− Arithmetic was the hardest to do and
produced the least results. Teachers changed
tasks, played games, and divided into
groups, but there were no meaningful
configurations in the results.
The best result was in reading. As a skill to
be mastered. There was more interest in
reading new things. Helping each other
played a big role. Which was not the case
with arithmetic.
Expression depended on reading and
creativity. Children worked actively in
groups, which influenced higher scores.
The history of inclusive education in Ukraine has
a long way to go. Even before 1994 and the
Salamanca Meeting. It has gone from the help of
church ministers, patrons, and philanthropists to
constitutional recognition and acceptance of
people with special needs. Taking European
practices of inclusive education as a model, we
should remember that the Ukrainian educational
system differs from the European one. Therefore,
full implementation is impossible. A positive
factor was the New Ukrainian School, which set
itself the goal of educating full citizens and
people capable of critical thinking. In such a
concept, the existence of inclusive education is
possible.
We have investigated the practices of inclusive
education through its main subjects of interaction
- students (with different disabilities), teachers,
and assistants. The results are subjective, but it is
acceptable and the main thing in our study. Even
through the Ukrainian educational system, the
introduction of European practices is possible.
The portfolio method used showed its
absoluteness because of the convenience and
similarity to the characteristics in the individual
plan of each student. Firstly, it is a cancellation
of work for the bureaucratic system and reports.
Secondly, a set of reports for special assistance
cells, which are also active participants in the
educational process of people with disabilities. It
is “normal” for European education that different
organizations with specialists “lead” unusual
children and help teachers adapt them. This
practice exists both in Europe and in Ukraine.
The practice of changing activities every 10-20
minutes has undergone a large percentage of
criticism due to the inability of the teacher to
present all the material. But it should be noted
that other respondents had time to expound the
material. And everyone was in the same
conditions (had 1-2 students for the whole class)
and had helpers nearby. Many teachers switched
to play-based learning and regained the attention
of their students. Erica Danniels (Daniela &
Lytras, 2019) in her study of play in
kindergartens also examined the teacher's role in
the play. There were two: free play and guided
play. At the time of our study, the guided role was
the one that was performed the most. For teachers
taught the child autonomy, self-regulation and
Skill
First month
Second month
Third month
Fourth month
Reading
11 out of 30 -“Active” 14 out of 30-“Slowly” 5 out of 30 -“Difficult”
11 out of 30 -“Active” 14 out of 30-“Slowly” 5 out of 30 -“Difficult”
15 out of 30 -“Active” 11 out of 30 -“Slow” 4 out of 30 -“Difficult”
16 out of 30 –“Active” 10 out of 30 -“Slow” 4 out of 30 -“Difficult”
Expression
“Active” 12 out of 30 “Slowly” 8 out of 30 10 out of 30 -“Difficult”
“Active” 12 out of 30 “Slowly” 8 out of 30 10 out of 30 -“Difficult”
12 out of 30 -“Active” 8 out of 30 -“Slow” 12 out of 30 -“Difficult”
16out of 30 -“Active” 7 out of 30 -“Slow” 7 out of 30 -“Difficult”
Arithmetic
10 out of 30 -“Active” “Slowly” 13 out of 30 7 out of 30 -“Difficult”
10 out of 30 -ve” “Acti “Slowly” 13 out of 30 7 out of 30 -“Difficult”
11 out of 30 -“Active” 13 out of 30 -“Slow” 6 out of 30 -“Difficult”
11 out of 30 -“Active” 13 out of 30 -“Slow” 6 out of 30 -“Difficult”
Creativity
“Active” 23 out of 30 3 out of 30 -“Slowly” 4 out of 30 -“Difficult”
“Active” 23 out of 30 3 out of 30 -“Slowly” 4 out of 30 -“Difficult”
25 out of 30 -“Active” 2 out of 30 -“Slow” 3 out of 30 -“Difficult”
25 out of 30 -“Active” 3 out of 30 -“Slow” 2 out of 30 -“Difficult”
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did not interfere in the relationship with other
participants in the game. A special role was
played by the teacher's assistants who helped
students who could not perform the tasks quietly
because of deficiencies. Because of the game, it
was necessary to show the importance of
knowledge and its relevance to the child. The
issue of importance and relevance of knowledge
was raised in Thinking Inclusive Science
Education from 2 Perspectives: inclusive
Pedagogy and Science Education. The authors
were convinced that the child needs to apply the
knowledge he or she gained from his or her own
experience, needs to look at the world around
him or her in a useful way, and that is why using
life experiences to solve the tasks at hand.
Working in groups yielded very different results
and showed all subjects of interaction. Yes, we
saw the children's desire to be useful to each
other. A child felt responsibility for his or her
work to others. We saw that children did not care
about the “vices” of their classmate or classmate,
and they were perceived as normal and ordinary
children. Many thanks for this to the teachers
who create the atmosphere in the classroom.
Responsibility for facilities, regulations, etc. are
the business of the school, and only the teacher
and parents can create an atmosphere of
tolerance. There have been cases of bullying, but
this is more due to illiteracy in the topic of
tolerance. For example, in calling a child
“disabled”. It would be appropriate to note that
the word “disabled” has not existed in Ukraine
for several years. It was abolished due to its
excessive use and offensive “background”.
The teachers noted the combination of two
practices - play and group work. Which also gave
a beautiful emotional background to the child.
Especially, in our opinion, it was necessary to get
rid of the feeling of competition, so that there was
no “who is better than the other”. A real
education system should be as tolerant as
possible for everyone.
Separately, let us mention the factor of “child's
interest”. During the study, there were many
cases of emotional instability of the child,
excitement, and displays of nervousness.
Assistants did their best to calm the children
down and distract them. Already the practice of
play helped children to calm down, pull
themselves together, and start the task in a new
way. That is why we can say that play is a
distraction from the problem and a way to
overcome obstacles.
Even though the elementary school has no right
to grade students, especially children with
disabilities, the Ministry of Education and
Science of Ukraine has created guidelines for
evaluating children. This is the concept of
“assessment without assessment”. The
evaluation system is based on competence-based,
activity-based, subject-subjective approaches
and provides for partnership interaction between
the teacher, students, and their parents or other
legal representatives. The main functions of
assessment are motivational, diagnostic,
corrective, developing, learning, educational,
social. (MON). Thus, when assessing students, it
is not important what grades they received, but
how they showed motivation during learning,
how they responded to difficulties, what progress
they made, etc. That is why we also moved away
from the grading system. Teachers gave each
child a comment and a grade for each month of
instruction on basic, basic skills.
Creative tasks and creative-cultural
development, in general, showed the best results.
Many students wanted to follow the rules, but
half went the creative route and moved away
from standard thinking.
The ability to read during the educational process
became a skill that could be acquired through
practice and constant work. It also had an
influence on the expression of one's own
thoughts. Emotional background in the
classroom played a special role, as we noted.
The results of our study show the special role of
the teacher's assistant, who ensures the physical
performance of tasks by the child, who calms the
child, who is a certain connection of the child
with the environment. By the way, the age of the
teacher and the assistant does not play a role
when teaching in an inclusive classroom. Timo
Saloviita (Saloviita, 2020) and Michael Braksiek
(Braksiek, 2022) came up with similar results.
The results of our study through observation and
interviews provide the impetus for exploring a
more substantive and better role for the teacher
aide.
Best practices, tasks, games, forms of group
work could be collected and published as
methodological recommendations,
“Compendium of tasks”, etc.
Because of the individual approach, Ukrainian
inclusive education can accept and try to adapt
other practices in the way of an “open society”.
We agree that educational systems are different
from the beginning. But because of the individual
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approach, practices will still change, and new
horizons in working with children need to be
opened.
We studied inclusive education in Ukraine in the
context of an already running system that works
and is still gaining momentum. Therefore, the
legislation to us has had some success. Legal
legislation is the basis for the existence of
inclusive education. Without a steam system,
recognition of all actors and their responsibilities,
the provision of power, and a system of control,
there will be no inclusive education.
Conclusions
Globalization gave impetus to the
democratization of the environment, which led to
the dominance of the ideology of an open society.
Ukraine, which is on the way to European
integration, should adopt the ideology of an
“open society,” the ideas and values of Europe.
In Soviet times, people with disabilities of body
and soul were cut off from the “ordinary” world,
were isolated in “special educational
institutions,” but this carries a sense of
detachment, loneliness, and powerlessness.
European countries of the world are among the
first to introduce inclusive education. Now
Ukraine is on the way to inclusive education, and
after the war, this topic will become even more
relevant.
Having conducted our research, we can assert
that such European practices as: the introduction
of a portfolio for each student, changing
activities after 10-20 minutes, working in groups,
and the support of the teacher and his assistant
have a positive impact on inclusive education.
Using the following practices: students will
gradually make progress in learning, they will
actively communicate with peers, and peers will
perceive such students as “normal” and equal. A
special role deserves teacher assistants who
accept the child's care so that all of the teacher's
attention does not go to one student. It is also
necessary to be especially careful to form an
individual plan of the child with special needs
and to adjust certain tasks in teaching.
Bibliographic references
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Thompson, J. R., Verdugo, M. Á., Burke, K.
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