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DOI: https://doi.org/10.34069/AI/2024.76.04.11
How to Cite:
Kachmar, O., Gorodyska, V., Podoliak, N., Нermanovych, H., & Oksiutovych, M. (2024). Social policy for the development of
educational inclusion in Ukrainian schools: a pedagogical analysis. Amazonia Investiga, 13(76), 128-140.
https://doi.org/10.34069/AI/2024.76.04.11
Social policy for the development of educational inclusion in Ukrainian
schools: a pedagogical analysis
Política social para el desarrollo de la inclusión educativa en las escuelas ucranianas: un análisis
pedagógico
Received: February 20, 2024 Accepted: April 5, 2024
Written by:
Oleksandra Kachmar1
https://orcid.org/0000-0002-2002-4603
Violeta Gorodyska2
https://orcid.org/0000-0002-2415-4317
Nataliia Podoliak3
https://orcid.org/0000-0002-1040-8080
Нalyna Нermanovych4
https://orcid.org/0000-0001-9021-9337
Maryna Oksiutovych5
https://orcid.org/0000-0001-8574-4268
Abstract
The main purpose of the article is to formulate an
effective policy for the development of
inclusiveness in education. For this purpose, the
object of research will be school educational
institutions in Ukraine. The scientific task will
include modeling the most significant
educational factors influencing the formation of
modern social policy for the development of
inclusiveness in school institutions. The research
methodology involves the use of graph theory
and the connection graph method to identify the
most significant impact factors. As a result of the
analysis, the two most significant factors
influencing the formation of modern social
policy for the development of inclusiveness in
school institutions were identified. Based on this,
the key principles for the formation of modern
social policy for the development of
Resumen
El objetivo principal del artículo es formular una
política eficaz para el desarrollo de la inclusión en
la educación. Para ello, el objeto de la
investigación serán las instituciones educativas
escolares de Ucrania. La tarea científica incluirá la
racionalización de los factores educativos más
importantes que influyen en la formación de una
política social moderna para el desarrollo de la
inclusión en las instituciones escolares. La
metodología de investigación implica el uso de la
teoría de grafos y el método del gráfico de
conexión para identificar los factores de impacto
más significativos. Como resultado del análisis, se
identificaron los dos factores más importantes que
influyen en la formación de una política social
moderna para el desarrollo de la inclusión en las
instituciones escolares. A partir de esto, se
presentaron los principios clave para la formación
1
Department of Professional Methods and Primary Education Technologies, Vasyl Stefanyk Precarpathian National University,
Ivano-Frankivsk, Ukraine. WoS Researcher ID: AAE-1063-2020
2
Department of General Pedagogy and Preschool Education, Drohobych Ivan Franko State Pedagogical University, Drohobych,
Ukraine. WoS Researcher ID: D-6022-2018
3
Practical Psychology Department, Drohobych State Pedagogical University named after Ivan Franko, Drohobych, Ukraine.
WoS Researcher ID: AAC-6704-2019
4
Department of Social and Humanitarian Disciplines, Communal Institution of Higher Education of Lviv Regional Council «Andrey
Krupynsky Lviv Medical Academy”, Lviv, Ukraine. WoS Researcher ID: KJM-0508-2024
5
Department of Psychology and Social Welfare, Zhytomyr Polytechnic State University, Zhytomyr, Ukraine. WoS Researcher ID:
GYU-2588-2022
Kachmar, O., Gorodyska, V., Podoliak, N., Нermanovych, H., Oksiutovych, M. / Volume 13 - Issue 76: 128-140 / April, 2024
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inclusiveness in school institutions were
presented. The study has a limitation by not
taking into account other educational institutions,
only schools. Further research should be devoted
to exploring the formation of social policies for
the development of inclusiveness in universities.
Keywords: pedagogy, inclusiveness, schools,
students, social policy.
de una política social moderna para el desarrollo de
la inclusión en las instituciones escolares. El
estudio tiene una limitación al no tomar en cuenta
otras instituciones educativas, solo escuelas. Se
deberían dedicar más investigaciones a explorar la
formación de políticas sociales para el desarrollo
de la inclusión en las universidades.
Palabras clave: pedagogía, inclusión,
instituciones escolares, estudiantes, política social.
Introduction
In the context of modern education reform,
inclusion is becoming particularly relevant as a
means of open access for all citizens without
exception to the service sector. The process of
introducing inclusive education, which began in
the 90s of the twentieth century, covered all links
and levels of the education system, activated
scientists to find effective ways to include people
with special educational needs in the educational
and social space, and necessitated the need for
teachers to review the organization of their own
activities and work methods in an educational
institution. Active interest in theoretical and
practical issues of educational and social
inclusion ensures the updating of the scientific
approach to the introduction of sound
technologies and proven methods into the
educational process, determines the criteria and
indicators of the development of an individual
included in a specific environment. Social policy
aimed at developing inclusiveness in schools is
vital for several compelling reasons. Firstly,
inclusiveness ensures that every student,
regardless of their background, abilities, or
disabilities, has equal access to educational
opportunities. In a world that increasingly values
diversity and equity, schools play a pivotal role
in laying the groundwork for a society that
upholds these principles. By fostering an
environment where all students feel accepted and
supported, schools can promote better learning
outcomes and help in reducing societal
inequalities. Secondly, inclusive education is
essential for preparing all students for a
globalized world. Today’s students will become
tomorrow’s workforce, collaborating with
people from diverse backgrounds and cultures.
Schools that embrace inclusiveness teach
students to understand and respect differences,
which are critical skills in the global market.
Furthermore, inclusiveness helps to build
empathy among students, as they learn to see the
world from multiple perspectives and understand
the challenges faced by others.
The importance of inclusiveness is also
supported by educational research, which shows
that inclusive settings can benefit all students, not
just those who receive special education services.
Inclusively designed educational environments
can lead to improved problem-solving skills and
higher levels of engagement among students.
When students with diverse needs learn together,
it encourages a dynamic environment where
different approaches to learning are valued and
explored, enhancing educational outcomes for
everyone. Moreover, inclusiveness in schools
can lead to long-term societal benefits. Schools
that successfully implement inclusive policies
help to cultivate a culture of acceptance and
understanding. This, in turn, can decrease rates of
discrimination and social exclusion as
individuals who are educated in diverse settings
are more likely to appreciate diversity and
contribute positively to society. Inclusive
education also promotes social mobility by
giving all children, regardless of their
socioeconomic status or other personal
characteristics, a fair chance to succeed. Finally,
developing inclusiveness in schools is essential
today because it aligns with broader human rights
principles. Education is recognized universally
as a fundamental human right, and inclusiveness
ensures that this right is upheld in an equitable
manner. By integrating inclusiveness into school
policies, educational systems not only comply
with legal and ethical standards but also promote
a just society. As such, inclusiveness is not
merely an educational tool but a crucial policy
for fostering justice and equality in increasingly
diverse societies.
The structure of the article presupposes a review
of the literature (a review of the most relevant
scientific and theoretical works was conducted),
the introduction of key research methods (the
content of the used methods is described) and the
selection of the main results of the analysis (what
was achieved in the results is highlighted). The
main purpose of the article is to formulate an
effective policy for the development of
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inclusiveness in education. For this purpose, the
object of research will be school educational
institutions in Ukraine.
Literature Review
As part of the literature review, it is extremely
important, especially in the context of the
specified topic of inclusiveness, that we consider
quite significant the need for generalizing works
of researchers and practitioners, in which the
authors share results and considerations for the
implementation of relevant concepts, strategies,
tactics, and offer the author’s vision of the
implementation of certain goals and objectives.
At the same time, highlighting key gaps in the
literature is also significant. For example,
Research by Pappas, Papoutsi, & Drigas (2018)
and Gómez (2016) provides insights into the
policies and practices concerning inclusive
education in Greece and Cuba, respectively.
Pappas et al. highlight the importance of national
attitudes and governmental policies in shaping
the efficacy of inclusiveness strategies,
suggesting that inclusiveness is not just an
educational challenge but also a socio-political
issue that varies significantly from one cultural
context to another. Similarly, Gómez examines
the Cuban educational system, noting its unique
approach to inclusiveness, which offers a
comparative perspective to the Ukrainian context
in our study. The studies by Koval et al. (2022)
and Shanskova et al. (2021) focus on the training
of future teachers in Ukraine, emphasizing the
critical role of pedagogical innovations and
methodological preparations in fostering
inclusiveness. These studies argue that teacher
preparedness in the new Ukrainian school system
is pivotal for implementing inclusive education
effectively. They provide evidence that
educational reforms and teacher training
programs must be aligned with inclusive
education principles to ensure that future
educators are equipped to handle diverse
classroom settings.
Khusheim (2022) explores the social integration
and self-concept of students with special
educational needs, offering valuable insights into
the individual-level impacts of inclusive policies.
This study underscores the necessity of
understanding the personal experiences of
students to assess the effectiveness of
inclusiveness strategies. The findings suggest
that policies should not only focus on systemic
changes but also on the nuances of individual
student experiences in educational environments.
The research by Kryshtanovych et al. (2020) and
Kravchenko & Berezynets (2020) delves into the
economic and psychological aspects of
inclusiveness, respectively. These studies
highlight the complexity of implementing
inclusive education, which requires not only
educational and pedagogical adjustments but also
economic resources and psychological support
systems. They point out that inclusiveness is an
interdisciplinary challenge that encompasses
various domains beyond traditional educational
methodologies.
In other hand, Florian (2014) discusses what
constitutes evidence in the field of inclusive
education, questioning traditional metrics and
advocating for a broader perspective on evidence
that encompasses more qualitative and nuanced
aspects of educational experiences. This
perspective is crucial as it emphasizes the need
for a richer, more diversified understanding of
how inclusive practices affect educational
outcomes, which is vital for the formulation of
effective policies. Risner, Gauntlett, &
Culpepper (2022) explore the concept of social
practices within creative educational settings,
providing insights into how everyday creativity
can be a vital part of inclusive education. Their
findings suggest that fostering creative
environments can contribute significantly to
inclusiveness, offering students multiple ways to
engage and excel. Shlomo, Levy, & Itzhaky
(2012) focus on the development of professional
identity among social work students, shedding
light on the educational processes that contribute
to forming professionals equipped to handle
inclusivity. Understanding these processes is
important for developing educational policies
that support the cultivation of professionals who
can effectively implement inclusive practices.
Altinay et al. (2020) examine readiness for online
learning as a component of smart university
initiatives, which relates to inclusiveness in the
context of accessibility and the adoption of new
technologies. Their research underscores the
importance of technological preparedness as a
significant factor in the inclusivity of educational
environments, particularly relevant in the shift
toward more digital learning spaces. Morozova
(2012) discusses the monitoring of
informational-communicative competence,
which is increasingly relevant in today’s digital
learning environments. This work highlights the
importance of competencies that enable students
and educators to navigate and utilize digital tools
effectively, an essential aspect of modern
inclusive educational strategies. Shanskova et al.
(2021) and Kravchenko & Berezynets (2020),
both focusing on the Ukrainian educational
context, provide a localized understanding of
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how professional training and social policy
functions within the country. These studies are
particularly valuable for their direct relevance to
the main research subject, offering specific
insights into the challenges and opportunities
within Ukraine's evolving educational landscape.
Rademacher & Koglin (2019) offer a systematic
review of the concept of self-regulation in
preschoolers and its correlation with their social-
emotional development. Their work underscores
the importance of early self-regulation skills as a
cornerstone for later social and educational
inclusion. They argue that self-regulation is
crucial for enabling children to manage their
emotions and behaviors effectively, which in turn
facilitates smoother integration into school
environments. This perspective is essential for
informing policies that aim to support children
from their early years, ensuring that they develop
the necessary skills to navigate the complexities
of a diverse educational landscape. On the other
hand, Soloviova et al. (2020) explore the broader
systemic factors influencing the social
development of individuals with disabilities in
Ukraine. Their research highlights the significant
influence that the educational system has on the
social integration and development of people
with disabilities. By analyzing policies and
practices within Ukrainian education, they
provide insights into the successes and
shortcomings of current approaches to
inclusiveness. Their findings suggest that while
there have been advancements in policy and
practice, significant gaps remain, particularly in
the consistency of implementation and the
adaptation of educational environments to meet
diverse needs.
The methodologies of the referenced studies
primarily focus on qualitative and comparative
analyses, exploring the impact of inclusiveness in
various educational settings. For instance, the
studies by Pappas et al. (2018) and Gómez (2016)
utilize case studies and policy reviews to
examine how national attitudes and
governmental policies shape inclusiveness in
Greece and Cuba, offering insights that are
valuable for contrasting with the Ukrainian
system. In terms of results, these studies
underscore the socio-political dimensions of
inclusiveness and the critical role of teacher
preparedness, as highlighted by Koval et al.
(2022) and Shanskova et al. (2021) in the
Ukrainian context. These results emphasize that
effective teacher training programs are crucial
for the successful implementation of inclusive
education. The limitations of these studies often
revolve around their focus; for example, many
are restricted to specific geographic or cultural
contexts, which may not universally apply to
other settings, and some lack comprehensive data
across all relevant educational levels, as seen in
studies focusing solely on schools but not
extending to higher education.
This literature review illustrates that
inclusiveness in education is a dynamic field
influenced by a myriad of factors that extend
beyond the classroom. The insights gained from
these studies are instrumental in guiding our
investigation into the development of social
policies aimed at inclusiveness in Ukrainian
school institutions, highlighting the need for
comprehensive strategies that address both
educational practices and broader socio-political
contexts (Fig.1).
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Figure 1. The main gaps in literature (formed by authors)
Thus, the identified gaps in the literature show
that there are a number of unresolved issues.
Therefore, you should formulate the following,
your own scientific task: modeling the most
significant educational factors influencing the
formation of modern social policy for the
development of inclusiveness in schools.
Methodology
That the abstract-logical method was used within
the framework of drawing conclusions.
However, there are also more specific ones. Let's
look at them in more detail in this chapter. Graph
theory provides a robust mathematical structure
to examine the relationships and
interdependencies between various educational
factors. By representing these factors as vertices
and their interactions as edges within a graph, we
can visualize and quantify the complexity of their
relationships. This method allows us to pinpoint
which factors are central to the network, thereby
identifying those with the most significant
influence on policy development. The strength of
graph theory lies in its ability to offer clear,
quantifiable insights that are crucial for forming
effective and targeted educational policies. The
connection graph method complements our use
of graph theory by providing a more nuanced
analysis of how educational factors are
interconnected. This method involves creating a
connection graph where nodes represent the
educational factors, and edges denote the
strength and nature of the influence between
them. By analyzing these connections, we can
identify which factors are pivotal in shaping
inclusive policies. This method is particularly
powerful for revealing hidden patterns and
dependencies that might not be apparent through
traditional analytical approaches.
The combination of graph theory and the
connection graph method provides a
comprehensive toolkit for our research. These
methodologies are particularly suited to our
study's needs due to their ability to handle
complex networks of relationships and
influences efficiently. They offer both macro and
micro-level insights, enabling us to formulate a
holistic understanding of the factors that drive
inclusiveness in school policies. The rigorous
analytical capability they provide ensures that
our policy recommendations are grounded in
empirical evidence and have a high potential for
real-world applicability and impact.
In our study on educational inclusion in
Ukrainian schools, we utilized graph theory and
the connection graph method to map and analyze
relationships between various educational
factors. Initially, we gathered data from diverse
sources, including policy documents, academic
research, and expert interviews, to identify and
categorize key educational factors such as
teacher training, accessibility of resources, and
legislative frameworks. These factors were
represented as nodes in our graphs, with edges
depicting their interactions and influences based
on strength and direction, informed by our data
analysis. We then applied network analysis
techniques to identify central nodes and
influential pathways, providing a quantitative
foundation for our policy recommendations. To
validate our results, we conducted expert reviews
The main gaps
Lack of Comprehensive Models
Integrating Multiple Educational
Levels
Insufficient Empirical Data on Long-
term Outcomes of Inclusiveness
Policies
Limited Research on Cultural and
Contextual Adaptations in
Inclusiveness Policies
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and sensitivity analyses, comparing our findings
with existing literature and adjusting parameters
to test the robustness of our conclusions. This
comprehensive approach ensured that our
recommendations were well-supported by
empirical evidence and expert consensus,
offering a replicable model for similar research
in other contexts.
Results and Discussions
Democratic changes in public life have led to a
new vision, understanding and revaluation of
many permanent provisions and values; in
particular, special education has not bypassed
these trends. As a result, at the present stage,
inclusive education has become one of the
alternative forms of education for children with
special needs. Inclusive education involves a
child with special needs staying in a mainstream
general education preschool or school institution,
acquiring knowledge, skills and abilities in the
same time frame as a healthy child.
The significant increase in cases of
discrimination and violations of inclusivity in
Ukrainian schools during 2022-2023 can be
largely attributed to the destabilizing impacts of
the ongoing war. The conflict has exacerbated
pre-existing social divisions and introduced new
challenges that strain the educational system's
ability to maintain inclusive practices. Firstly, the
war has led to a large-scale internal displacement
of populations, resulting in classrooms that are
more diverse and overcrowded than before. This
sudden influx of students from different
regions—each with unique dialects, cultural
norms, and educational backgrounds—has
overwhelmed many school systems. Teachers,
many of whom are not trained in handling such
diversity under normal circumstances, are now
under even greater pressure. The stress and
trauma of war have also affected students'
behavior and their interactions with peers,
potentially leading to increased instances of
discrimination as students may struggle with
feelings of resentment, fear, or misunderstanding
towards those from different backgrounds.
Furthermore, the war's impact on the Ukrainian
infrastructure has severely hindered the
implementation of inclusive education policies.
Many schools have been damaged or repurposed,
resources have become scarcer, and there is a
significant disruption in training and support for
educators on inclusivity practices. The focus of
school administrations and government bodies
has understandably shifted towards immediate
survival needs, such as physical safety and
psychological support, often at the expense of
inclusivity initiatives. This shift can lead to
neglect of anti-discrimination policies and
insufficient attention to the unique needs of
vulnerable groups within the school population,
such as students with disabilities, ethnic
minorities, and economically disadvantaged
students. These challenges are compounded by
the fact that the war has not only diverted
financial resources but also the attention of
policymakers away from educational reforms
aimed at enhancing inclusivity, thereby allowing
discrimination to rise unaddressed during this
tumultuous period (Fig.2).
Figure 2. Dynamics of the number of inclusivity violations in Ukrainian schools for the period 2020-2023
(formed by authors)
2020 2021 2022 2023
Cases of violation of inclusiveness 346 401 1023 1122
0
200
400
600
800
1000
1200
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The main goal of inclusive education and
upbringing is to create conditions for personal
development, creative self-realization and
affirmation of the human dignity of children with
special needs. The main objectives of inclusive
education and upbringing are: ensuring the right
of children with special needs to receive
education in general education institutions in a
comprehensive combination with correctional
and rehabilitation measures; comprehensive
development of the child’s individuality based on
identifying his inclinations and abilities, the
formation of interests and needs; maintaining and
strengthening the moral and physical health of
students; instilling in students a love of work,
providing them with pre-professional training,
providing conditions for life and professional
self-determination; educating the student as a
cultural and moral person with a moral attitude
towards the world around him and himself;
provision of qualified psychological, medical
and pedagogical assistance in the process of
training and education, taking into account the
health status and characteristics of the
psychophysical development of the pet. But
along with this, the problem is also at the level of
formation of social policy, which is influenced
by a number of factors:
X1. Increased Diversity and Overcrowding. The
internal displacement caused by the war has led
to a significant increase in the diversity and
number of students per classroom, which can
strain resources and complicate the delivery of
personalized and inclusive education.
X2. Teacher Preparedness. Many educators are
not sufficiently trained to handle the increased
diversity and special needs that arise in war
conditions, impacting their ability to provide
inclusive education effectively.
X3. Infrastructure Damage and Resource
Scarcity. The physical destruction of school
facilities and the diversion of educational
resources towards emergency relief efforts
hinder the ability to maintain inclusive
educational environments.
X4. Psychological Impact on Students. The
trauma and stress experienced by students due to
the war can lead to behavioral issues and affect
peer interactions, increasing the risk of
discrimination and exclusion.
X5. Shift in Policy Focus. With the urgent need
for safety and psychological support, there may
be less attention and fewer resources dedicated to
inclusivity policies, leading to their neglect.
X6. Economic Constraints. The economic
downturn caused by the war limits the
availability of funds needed to implement
inclusivity programs, such as specialized training
for teachers or adapted learning materials.
X7. Government and Administrative Attention.
The war can divert the focus and efforts of
policymakers and school administrations away
from inclusivity initiatives towards more
immediate survival needs.
To describe the semantic network, we will use
the constructions of the language of predicates
consisting of simple (atomic) predicates and
logical connections for isolated factors: ˄ –
logical "and"; ˅ – logical "or"; ← – logical "if";
∀ is the commonality quantifier (for all); ∃ is an
existence quantifier (there is at least one).
Therefore, we have the following relationships
between the factors:
(∀xi) [∃(x1) ← determines (x1, x2) ˄ predicts
(x1, x4) ˄ conditions (x1, x7)];
(∀xi) [∃(x2) ← conditions (x2, x3) ˄ determines
(x2, x1) ˄ conditions (x2, x4) ˄ determines (x2,
x5) ˄ conditions (x2, x7)];
(∀xi) [∃(x3) ← conditions (x3, x7) ˄ conditions
(x3, x2) ˄ conditions (x3, x5) ˄ predicts (x3,
x6)];
(∀xi) [∃(x4) ← predicts (x4, x1) ˄ conditions
(x4, x2)];
(∀xi) [∃(x5) ← determines (x5, x2) ˄ conditions
(x5, x3) ˄ conditions (x5, x6) ˄ affects (x5, x7)];
(∀xi) [∃(x6) ← predicts (x6, x3) ˄ conditions
(x6, x5) ˄ conditions (x6, x7)];
(∀xi) [∃(x7) ← conditions (x7, x1) ˄ conditions
(x7, x2) ˄ affects (x7, x5) ˄ conditions (x7, x3) ˄
conditions (x7, x6)].
A diagram of the relationships between factors
influencing the formation of modern social
policy for the development of inclusiveness in
education is presented in Fig.3.
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Figure 3. A diagram of the relationships between factors influencing the formation of modern social policy
for the development of inclusiveness in education (formed by authors)
Next, we present direct connection graphs to establish the most influential and significant factors (Fig. 4).
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Figure 4. A direct connection graphs to establish the most influential and significant factors influencing
the formation of modern social policy for the development of inclusiveness in education (formed by
authors)
At the same time, the most significant and influential will be X6 and X7, respectively, Fig. 5.
Figure 5. A direct connection graphs to establish the factors X6-X7 influencing the formation of modern
social policy for the development of inclusiveness in education (formed by authors)
X1
X2
X2
X3
X7
X3
X7
X2
X1
X5
X5
X2
X3
X7
X4
X1
X2
X7
X2
X1
X5
X3
X6
X5
X3
X7
X1
X2
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Given the critical role that economic constraints
and the shift in government and administrative
attention play in influencing inclusivity in
Ukrainian schools during wartime, a new vision
for the modern social policy of inclusiveness
needs to address these issues directly (Table 1).
Table 1.
Key strategies in modern social policy of inclusiveness
Financial Resilience and Resource Allocation
Policy Focus and Administrative Support
specifically target the needs of This fund would
inclusive education, such as adaptive technologies,
specialized teaching materials, and infrastructure
adaptations that accommodate diverse student needs.
Funding could come from both government allocations
.and partnerships with international donors and NGOs
Provide financial incentives for schools that
successfully implement and maintain inclusive
practices. These could include subsidies for teacher
training programs in inclusivity, funds for student
support services, and bonuses for schools that achieve
Prioritize inclusiveness certain inclusivity benchmarks.
in the national education budget, ensuring that even
during economic hardships, funds are earmarked
specifically for inclusivity initiatives, protecting them
from cuts or reallocations to other areas.
Amend educational policy frameworks to place
inclusiveness at the core of education reform
discussions and decisions. This would involve setting
clear legislative mandates that require schools to adopt
Develop both .and report on inclusivity measures
rative bodies focused centralized and regional administ
solely on inclusiveness in education. These bodies
would provide oversight, guidance, and support to
schools, ensuring that inclusivity policies are
implemented effectively and adapted to local
Implement ongoing training programs for conditions.
educators and administrative staff, focusing on the
development of skills needed to manage diverse
classrooms and apply inclusive teaching methods
effectively. This could include crisis management
training, psychological first aid, and specialized
pedagogical techniques tailored to the needs of
displaced or traumatized students.
(Formed by authors)
Discussing the results, one can still come to the
conclusion that in Ukrainian society there is a set
of challenges associated with the presence of
problems for various groups with limited
mobility regarding the possibility of full, barrier-
free access to education, employment, and
receiving government administrative services.
The formation of an unhindered living
environment in public space and access to
infrastructure facilities remain relevant. When
discussing the results obtained, we should not
only imagine what new we obtained in the final
case, but also compare them with similar ones in
this area. For example, Kryshtanovych et al.
(2022) and Sylkin et al. (2021) explore the
development of educational culture in rural
regions and the socio-economic impacts of crises
on education, respectively. These studies provide
a broader socio-economic and geographical
backdrop against which our findings can be
evaluated. While Kryshtanovych et al. focus on
the administrative systems in rural educational
settings, they reveal the complexities that can
impact policy effectiveness, such as the specific
needs of rural areas that may not be directly
comparable to the urban and semi-urban schools
primarily considered in our study. Sylkin et al.,
meanwhile, underscore the responsiveness of
educational systems to external shocks, a factor
our research acknowledges but does not deeply
investigate. This aspect of adaptability is crucial
for the formation of resilient inclusiveness
policies that can sustain under various socio-
economic conditions. Our findings related to the
inclusiveness in primary and secondary
educational institutions resonate with those by
Fuller et al. (2004) who discuss inclusiveness
within higher education. Fuller et al. highlight
structural and policy-driven approaches to
inclusivity, similar to our emphasis on significant
factors that influence policy development.
However, their focus on higher education
complements our research by indicating a
continuum of inclusivity needs that span across
different educational levels, suggesting a
potential area for extending our study. Spivak et
al. (2021) discuss the significance of professional
identity in social work education, which aligns
with our findings on the educational factors
influencing policy formation. The role of
professional training in fostering an inclusive
mindset among future educators and
administrators is a critical linkage between our
studies, reinforcing the importance of systemic
educational reforms at all levels. Frumos (2020)
addresses inclusive education in the context of
remote instruction, a rapidly growing field that
our study indirectly touches upon through its
focus on modern educational policies. The use of
technology in enhancing inclusiveness, as
discussed by Frumos, provides a practical
extension to our findings, suggesting that
technology integration could be one of the
significant factors in future policy developments.
138
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Finally, Ashytok (2015) and Budnyk (2014)
delve into the challenges specific to
inclusiveness in Ukraine, offering a direct
comparison to our research. Ashytok outlines
broader problems in the Ukrainian inclusive
education system, many of which our study
acknowledges by identifying key influencing
factors. Budnyk’s focus on teacher training in
mountainous regions introduces another layer of
complexity to inclusiveness, indicating the
geographical and infrastructural challenges that
might need distinct policy considerations
compared to urban settings. The study by
Potkány & Hajduková (2015) provides crucial
insights into the role of social networks in the job
search process for college students, highlighting
the importance of social connectivity and
networking skills as vital components of
educational and post-educational outcomes.
Integrating this perspective into our discussion
on the development of inclusiveness in school
policies offers a broader view of educational
goals beyond immediate academic
achievements.
By identifying the two most significant factors
influencing inclusiveness, policymakers and
educational administrators have a clear basis for
prioritizing areas that require immediate
attention. For instance, if the research highlights
the pivotal role of teacher training and
curriculum adaptation as key factors, educational
reforms can focus on enhancing teacher
preparedness programs and developing inclusive
curriculum designs. These targeted actions are
likely to yield more effective outcomes in
creating inclusive environments that cater to
diverse student needs. Additionally, the use of
graph theory and the connection graph method
offers a sophisticated toolset for stakeholders to
continuously monitor and evaluate the impact of
these implemented policies, ensuring that they
can dynamically adjust strategies in response to
real-world outcomes and feedback.
The implications of our findings for the
formulation of social policies in Ukrainian
schools stress the necessity for targeted, resilient,
and inclusive strategies. Given the centrality of
accessibility and psychological support
uncovered in our study, policies should mandate
the integration of comprehensive digital
platforms to facilitate uninterrupted learning,
especially in conflict-affected areas. This
includes investment in digital infrastructure and
training teachers to effectively deliver online
education. Equally important is the establishment
of mandatory mental health programs within
schools, which would include regular training for
teachers in trauma-responsive educational
practices and the hiring of specialized mental
health professionals. These programs should be
supported by policy frameworks that promote
regular assessments and adjustments based on
emerging needs and challenges, ensuring that
education remains adaptive and sensitive to the
evolving landscape of the conflict in Ukraine.
Conclusions
To summarize, we note that social inclusion and
the creation of a barrier-free environment in
Ukraine are traditionally considered in the
context of policies regarding people with
disabilities and representatives of low-mobility
groups. In our opinion, a fundamental component
in this process is also to ensure a policy of
countering discrimination against minorities,
achieving real equality of representatives of
different groups in different spheres of socio-
political and economic life. Integrated
approaches to addressing societal constraints are
components of diversity management processes
and strategic community inclusion programs.
This research has successfully identified and
modeled the key educational factors that
influence the development of inclusive social
policies within school institutions in Ukraine. By
employing graph theory and the connection
graph method, we have pinpointed the two most
significant factors that play a pivotal role in
shaping inclusiveness. These findings provide a
strong foundation for policymakers and
educational leaders to design and implement
effective strategies tailored to enhance
inclusiveness in schools. Our study contributes to
a deeper understanding of the interrelations
among various educational elements and their
collective impact on policy formation, offering a
strategic approach to foster an inclusive
educational environment.
To build upon the groundwork laid by this study,
future research should extend the scope to
include a broader range of educational
institutions, particularly higher education and
non-formal learning environments. Exploring
how inclusiveness can be fostered across these
varied settings will provide a more
comprehensive view of the challenges and
opportunities in developing inclusive educational
policies. Additionally, subsequent studies could
utilize longitudinal data to assess the long-term
effects of implemented policies, thereby offering
insights into their efficacy and sustainability.
This extended research will be crucial for
evolving the educational landscape to be truly
inclusive and accommodating for all learners.
Volume 13 - Issue 76
/ April 2024
139
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original source is cited.
In the context of the ongoing war in Ukraine, the
formulation of inclusive social policies for
schools must prioritize adaptability and
resilience. The study identifies crucial factors
like accessibility and trauma-informed
educational practices as central to fostering
inclusiveness. Therefore, policy
recommendations should focus on developing
robust remote learning systems to ensure
continuous access to education despite
disruptions caused by the conflict. Additionally,
integrating psychological support services within
schools is essential to address the emotional and
mental health challenges faced by students and
staff. Training programs for educators should
include modules on trauma awareness and
coping mechanisms, equipping them to better
support their students. These policies should be
designed to be scalable and flexible, allowing for
quick adjustments in response to changing
circumstances due to the war. Moreover,
collaboration with international educational and
psychological experts can enhance the
effectiveness of these initiatives, ensuring that
they are informed by best practices in crisis
education and mental health.
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