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

Autores/as

DOI:

https://doi.org/10.34069/AI/2024.76.04.11

Palabras clave:

pedagogy, inclusiveness, schools, students, social policy.

Resumen

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.

Descargas

Los datos de descargas todavía no están disponibles.

Biografía del autor/a

Oleksandra Kachmar, Vasyl Stefanyk Precarpathian National University, Ivano-Frankivsk, Ukraine.

Department of Professional Methods and Primary Education Technologies, Vasyl Stefanyk Precarpathian National University, Ivano-Frankivsk, Ukraine.

Violeta Gorodyska, Drohobych Ivan Franko State Pedagogical University, Drohobych, Ukraine.

Department of General Pedagogy and Preschool Education, Drohobych Ivan Franko State Pedagogical University, Drohobych, Ukraine.

Nataliia Podoliak, Drohobych State Pedagogical University named after Ivan Franko, Drohobych, Ukraine. 

Practical Psychology Department, Drohobych State Pedagogical University named after Ivan Franko, Drohobych, Ukraine. 

Нalyna Нermanovych, «Andrey Krupynsky Lviv Medical Academy”, Lviv, Ukraine.

Department of Social and Humanitarian Disciplines, Communal Institution of Higher Education of  Lviv Regional Council «Andrey Krupynsky Lviv Medical Academy”, Lviv, Ukraine.

Maryna Oksiutovych, Zhytomyr Polytechnic State University, Zhytomyr, Ukraine.

Department of Psychology and Social Welfare, Zhytomyr Polytechnic State University, Zhytomyr, Ukraine.

Citas

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Descargas

Publicado

2024-04-30

Cómo citar

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

Número

Vol. 13 Núm. 76 (2024)

Sección

Articles

Licencia

Derechos de autor 2024 Amazonia Investiga

Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.