Vol. 13 No. 76 (2024)
Articles

Social policy for the development of educational inclusion in Ukrainian schools: a pedagogical analysis

PDF HTML
  • Oleksandra Kachmar,
  • Violeta Gorodyska,
  • Nataliia Podoliak,
  • Нalyna Нermanovych,
  • Maryna Oksiutovych
Oleksandra Kachmar
Vasyl Stefanyk Precarpathian National University, Ivano-Frankivsk, Ukraine.
Bio
Violeta Gorodyska
Drohobych Ivan Franko State Pedagogical University, Drohobych, Ukraine.
Bio
Nataliia Podoliak
Drohobych State Pedagogical University named after Ivan Franko, Drohobych, Ukraine. 
Bio
Нalyna Нermanovych
«Andrey Krupynsky Lviv Medical Academy”, Lviv, Ukraine.
Bio
Maryna Oksiutovych
Zhytomyr Polytechnic State University, Zhytomyr, Ukraine.
Bio
DOI: https://doi.org/10.34069/AI/2024.76.04.11

Published 2024-04-30

Keywords

  • pedagogy, inclusiveness, schools, students, social policy.

How to Cite

Kachmar, O., Gorodyska, V., Podoliak, N., Нermanovych Н., & 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

Copyright (c) 2024 Amazonia Investiga

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

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 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.

PDF HTML

Downloads

Download data is not yet available.

References

  1. Altinay, F., Dagli, G., Altinay, Z., & Altinay, M. (2020). Readiness to Online Learning: To Be A Smart University. Romanian Magazine for Multidimensional Education, 12(1Sup2), 09-14. https://doi.org/10.18662/rrem/12.1sup2/241
  2. Ashytok, N. (2015). Problems of inclusive education in Ukraine. Human studies studios. Series: Pedagogy, (1/33), 4-11. http://dspu.edu.ua/pedagogics/arhiv/33_1_2015/3.pdf
  3. Budnyk, O. (2014). Teachers’ Training for Social and Educational Activity in Conditions of Mountain Area Primary School. Journal of Vasyl Stefanyk Precarpathian National University, 1(2-3), 22-27. https://doi.org/10.15330/jpnu.1.2-3.22-27
  4. Florian, L. (2014). What counts as evidence of inclusive education? European Journal of Special Needs Education, 29(3), 286-294. https://doi.org/10.1080/08856257.2014.933551
  5. Frumos, L. (2020). Inclusive Education in Remote Instruction with Universal Design for Learning. Romanian Magazine for Multidimensional Education, 12(2Sup1), 138-142. https://doi.org/10.18662/rrem/12.2Sup1/299
  6. Fuller, M., Bradley, A., & Healey, M. (2004). Incorporating disabled students within an inclusive higher education environment. Disability & Society, 19(5), 455-468. https://doi.org/10.1080/0968759042000235307
  7. Gómez, L. M. (2016). The Cuban Educational System and its inclusiveness. Brazilian Journal of Rural Education, 1(2), 364-380. https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/2621
  8. Ivanchuk, S., Kakhiani, Y., Hryboiedova, T., Bilychenko, H., & Huzii, I. (2024). Policy for the formation of social consciousness during students training in educational institutions: pedagogical aspect. Amazonia Investiga, 13(73), 387-400. https://doi.org/10.34069/AI/2024.73.01.32
  9. Khusheim, S. M. (2022). Students with Special Educational Needs: Explaining Their Social Integration and Self-Concept. Journal of Education and Learning, 11(1), 54-64. https://doi.org/10.5539/jel.v11n1p54
  10. Koval, T., Hryhorenko, V., Sebalo, L., Sevastiuk, M., Teletska, L., & Yankovska, I. (2022). Training Future Primary School Teachers for Purposes of the New Ukrainian School in the Postmodern Era. Postmodern Openings, 13(3), 41-55. https://doi.org/10.18662/po/13.3/475
  11. Kravchenko, I. S., & Berezynets, A. (2020). Analysis of functioning of social policy institutions in ukraine. Financial and Credit Activity Problems of Theory and Practice, 3(34), 451-459. https://doi.org/10.18371/fcaptp.v3i34.215598
  12. Kryshtanovych, M., Kryshtanovych, S., Chubinska, N., Khromova, Y., & Sylkin, O. (2022). The System of Public Administration in educational institutions in rural regions in the context of the development of educational culture. Revista Brasileira De Educação Do Campo, 7, e14140. https://doi.org/10.20873/uft.rbec.e14140
  13. Kryshtanovych, M., Petrovskyi, P., Khomyshyn, I., Bezena, I., & Serdechna, I. (2020). Peculiarities of implementing governance in the system of social security. Business, Management and Economics Engineering, 18(1), 142-156. https://doi.org/10.3846/bme.2020.12177
  14. Morozova, K. O. (2012). The aspects of the informational-communicative competence’s monitoring. Information technologies and teaching aids, 6(32). https://doi.org/10.33407/itlt.v32i6.764
  15. Pappas, M., Papoutsi, C., & Drigas, A. (2018) Policies, practices, and attitudes toward inclusive education: The case of Greece. Social Sciences, 7(90), 1-15. https://doi.org/10.3390/socsci7060090
  16. Potkány, M., & Hajduková, A. (2015). Social networks and their importance in job searching of college students. Business: Theory and Practice, 16(1), 75-83. https://doi.org/10.3846/btp.2015.462
  17. Rademacher, A., & Koglin, U. (2019). The concept of self-regulation and preschoolers’ social-emotional development: a systematic review. Child Development and Care, 189(14), 2299-2317. https://doi.org/10.1080/03004430.2018.1450251
  18. Risner, I., Gauntlett, D., & Culpepper, M. K. (2022). The elements of making: a social practice perspective for everyday creators. Creativity Studies, 15(2), 590-605. https://doi.org/10.3846/cs.2022.14489
  19. Shanskova, Т., Konovalchuk, I., Rudnytska, N., Kolesnyk, N., & Maksymets, S. (2021). Economic, psychological, pedagogical and methodological basis of professional training of future teachers of primary classes in the context of ideas of a new ukrainian school. Financial and Credit Activity Problems of Theory and Practice, 3(38), 522-529. https://doi.org/10.18371/fcaptp.v3i38.237484
  20. Shlomo, S. B., Levy, D., & Itzhaky, H. (2012). Development of professional identity among social work students: Contributing factors. The Clinical Supervisor, 31(2), 240-255. https://doi.org/10.1080/07325223.2013.733305
  21. Soloviova, T. G., Gladysh, M. O., Leshchenko, O. G., Zaveryko, N. V., & Matskevich, Y. R. (2020). Impact of the Education System on Social Development of People with Disabilities in Ukraine. Romanian Magazine for Multidimensional Education, 12(4), 411-430. https://doi.org/10.18662/rrem/12.4/354
  22. Spivak, L., Melnyk, Z., & Spivak, D. (2021). Factors of Social Work Students’ Professional Identity Significance during Professional Training. Romanian Magazine for Multidimensional Education, 13(3), 333-349. https://doi.org/10.18662/rrem/13.3/455
  23. Sylkin, O., Buhel, Y., Dombrovska, N., Martusenko, I., & Karaim, M. (2021). The Impact of the Crisis on the Socio-Economic System in a Post-Pandemic Society. Postmodern Openings, 12(1), 368-379. https://doi.org/10.18662/po/12.1/266