Impact of the Education System on Social Development of People with Disabilities in Ukraine

Tetiana Gennadievna Soloviova (), Mariya Oleksandrivna Gladysh (), Olena Gennadievna Leshchenko (), Nataliia Vitalievna Zaveryko () and Yuliana Rafailovna Matskevich ()
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Tetiana Gennadievna Soloviova: Zaporizhzhia National University
Mariya Oleksandrivna Gladysh: Zaporizhzhia National University
Olena Gennadievna Leshchenko: Zaporizhzhia National University
Nataliia Vitalievna Zaveryko: Zaporizhzhia National University
Yuliana Rafailovna Matskevich: Zaporizhzhia National University

Revista romaneasca pentru educatie multidimensionala - Journal for Multidimensional Education, 2020, vol. 12, issue 4, 411-430

Abstract: The article is devoted to the influence of inclusive and boarding institutions on the formation of social competence of young people with disorders. The issue of inclusive education in Ukraine is topical and requires attention of the state and society. The analysis of the results of an online survey of pedagogues on inclusion issues in Ukraine is provided; surveys, observation, and semi-structured interviews with young people with disabilities who were learned in conceptually different conditions are reviewed. The article is focused on the need to evaluate the special and inclusive learning conditions and their influence on the formation of social competence of youth with disabilities. The factors that impede the successful development of the inclusive education system in Ukraine are identified and analyzed. It is proved that inclusion is necessary for children with special needs as the alternative to boarding institutions and it is illustrated the real ways of inclusive education implementation into general educational process. The experimental research consisted of two parts: a research among young people with disabilities and among pedagogues-practitioners. This was dictated by the need to clarify an objective picture of the development of inclusion in Ukraine and to determine the impact of national education systems on the social development of people with disabilities. The assumptions were verified using the nonparametric method of mathematical statistics of χ²-Pearson's criterion of consent to compare the empirical distribution of features with the theoretical one, which would allow estimating the statistical significance of these differences.

Keywords: education system; inclusive model of education; special model of education; youth with disabilities; social advancement of youth with disabilities (search for similar items in EconPapers)
JEL-codes: A23 (search for similar items in EconPapers)
Date: 2020
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Persistent link: https://EconPapers.repec.org/RePEc:lum:rev1rl:v:12:y:2020:i:4:p:411-430

DOI: 10.18662/rrem/12.4/354

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