innovations in inclusive education, above all,
must tolerate humanism in professional
interaction” (Nikolaesku et al., 2021).
Considerable attention should be paid to the
socio-pedagogical aspects of the inclusive
process in secondary school or university,
providing conditions for effective teaching or
correctional and developmental work with
people with SEN, “to use innovative wellness
techniques to work with children with disabilities
in inclusive groups” (Smolinska et al., 2020),
taking into account issues of adaptive nature in
the inclusive educational environment of
students from socially vulnerable groups
(economically, socially, academically or
intellectually vulnerable), as well as mental,
gender, ethnocultural characteristics of society.
We consider prospects for further research in the
development of organizational, content and
technological tools for the effective
implementation of inclusive education in
educational institutions, study and analysis of
progressive pedagogical experience on this issue.
Conflict of interest – The authors declare that
there is no conflict of interest.
Bibliographic references
Adderley, R. J., Hope, M. A., Hughes, G. C.,
Jones, L., Messiou, K., & Shaw, P. A. (2015).
Exploring inclusive practices in primary
schools: focusing on children’s voices.
European Journal of Special Needs
Education, 30(1), 106-121. doi:
10.1080/08856257.2014.964580
Ainscow, M. (2005). Developing inclusive
education systems: what are the levers for
change? Journal of Educational Change, 6,
109–124. https://doi.org/10.1007/s10833-
005-1298-4
Avery, P. (2002). Teaching tolerance: What
research tells us. Social Education, 66(5),
270-276.
Black, A., Bessudnov, A., Liu, Y., &
Norwich, B. (2019). Academisation of
schools in England and placements of pupils
with special educational needs: an analysis of
trends, 2011–2017. Frontiers in Education,
4(3). doi: 10.3389/feduc.2019.00003
Blândul, V. C., & Bradea, A. (2017). Developing
psycho pedagogical and methodical
competences in special / inclusive education
teachers. Problems of Education in the
21st Century, 75(4), 335-344.
Budnyk, O., Mazur, P., Matsuk, L.,
Berezovska, L., & Vovk, O. (2021).
Development of professional creativity of
future teachers (Based on comparative
research in Ukraine and Poland). Amazonia
Investiga, 10(44), 9-17.
https://doi.org/10.34069/AI/2021.44.08.1
Budnyk, O., Sydoriv, S., Serman, L.,
Lushchynska, O., Tsehelnyk, T., &
Matsuk, L. (2022). Inclusive education in
rural schools of Ukraine or how to ensure
quality inclusive education in rural schools in
Ukraine? Revista Brasileira De Educação Do
Campo, 7, e13940.
https://doi.org/10.20873/uft.rbec.e13940
Cahill, K. (2021). Intersections of social class
and special educational needs in a DEIS post-
primary school: school choice and identity.
International Journal of Inclusive Education.
DOI: 10.1080/13603116.2021.1968519
de Shalit, A. (2021). Amsterdam: tolerance and
inclusion. Critical Review of International
Social and Political Philosophy.
DOI: 10.1080/13698230.2021.1881736
Faldet, A.-C., & Nes, K. (2021). Valuing
vulnerable children’s voices in educational
research. International Journal of Inclusive
Education.
DOI: 10.1080/13603116.2021.1956602
FOX 59. News. (Sep 9, 2021). Family of former
student with Down syndrome sues Roncalli
High School, Archdiocese of Indianapolis for
failing to prevent alleged bullying by football
team. https://fox59.com/news/family-of-
former-student-with-down-syndrome-sues-
roncalli-high-school-archdiocese-of-
indianapolis-for-failing-to-prevent-alleged-
bullying-by-football-team/
Galeotti, A. E. (2002). Toleration as Recognition.
Cambridge: Cambridge University Press.
Geller, R. J., Rubin, I. L., Nodvin, J. T., Teague,
W. G., & Frumkin, H. (2007). Safe and
Healthy School Environments. Pediatric
Clinics of North America, 54(2), 351–373.
https://doi.org/10.1016/j.pcl.2007.01.005
Grzegorczyk, A. (1963). Schemes and Man.
Sketches of Philosophy [Schematy i
człowiek. Szkice filozoficzne], Cracow: Sign
Publishing House [Wydawnictwo Znak].
Herzberg, F. (2003). One More Time: How Do
You Motivate Employees? Harvard Business
Review, 1, 17-29.
Hui, N., Vickery, E., Njelesani, J., &
Cameron, D. (2018). Gendered experiences
of inclusive education for children with
disabilities in West and East Africa.
International Journal of Inclusive Education,
22(5), 457-474. DOI:
10.1080/13603116.2017.1370740
Human Rights Watch (2018). Lebanon: Schools
Discriminate Against Children with