ANALYSIS OF THE IMPLEMENTATION OF INCLUSIVE EDUCATION IN UKRAINE: TRENDS AND CHALLENGES

Abstract

The article is devoted to the analysis of the process of implementing inclusive education in Ukraine in the context of modern European trends and national educational reforms. The purpose of the study is to identify the main trends, achievements and challenges in the development of inclusive education, as well as to outline the directions for further improvement of the system of support for persons with special educational needs. The methodological basis is analytical, comparative and systemic approaches, which made it possible to generalize the experience of implementing inclusive practices in educational institutions of different levels, as well as to carry out a content analysis of regulatory and legal documents, statistical data and scientific publications. The results of the study indicate a gradual transition from the integration model, which provided for the adaptation of the child to the existing educational system, to the inclusion model, which is focused on creating conditions capable of satisfying the educational needs of each student. This approach is based on the principles of equal access, partnership, tolerance, respect for diversity and acceptance of individuality. At the center of the inclusive process is the child as an active participant in the educational environment, who has the right to full development, socialization and self-realization. There is also an uneven development of inclusive practices in the regions of Ukraine, which is due to socio-economic, demographic and managerial factors. Interdepartmental cooperation between educational, medical and social structures remains insufficiently established, which determines the comprehensiveness of child support. These factors determine the need to form a holistic strategy for inclusive policy aimed at overcoming existing barriers and ensuring the sustainable development of inclusive education in Ukraine. The conclusions indicate that the success of the implementation of inclusive education in Ukraine depends on a comprehensive state policy, increasing the professional competence of teachers, forming a positive public attitude towards inclusion and expanding the possibilities of resource provision. The results obtained can be used to develop strategies for the development of an inclusive environment and improving the educational policy of Ukraine in the European dimension.