32
DOI: https://doi.org/10.46502/issn.1856-7576/2022.16.04.3
Cómo citar:
Hordiichuk, O., Nikolenko, L., Shavel, K., Zakharina, M., & Khomyk, T. (2022). Analysis of models of inclusive education in
European countries (experience for Ukraine). Revista Eduweb, 16(4), 32-41. https://doi.org/10.46502/issn.1856-7576/2022.16.04.3
Analysis of models of inclusive education in European
countries (experience for Ukraine)
Análisis de los modelos de educación inclusiva en los países europeos
(experiencia para Ucrania)
Oksana Hordiichuk
O.hordiichuk@chnu.edu.ua
https://orcid.org/0000-0002-3298-9533
Ph.D. of pedagogical, Associate Professor of the Department of Pedagogy and Methods of Primary Education
Faculty of Pedagogy, Psychology and Social Work Yuriy Fedkovych Chernivtsi National University, Chernivtsi,
Ukraine.
Liudmyla Nikolenko
l.nikolenko1@gmail.com
https://orcid.org/0000-0001-8708-3117
PhD in Pedagogy, Associate Professor Department of Pedagogy and Special Education Faculty of Psychology
and Special Education, Oles Honchar Dnipro National University
Chairperson of the Department of Pedagogy and Special Education, Ukraine.
Khrystyna Shavel
shavelkristi@gmail.com
https://orcid.org/0000-0003-3008-3372
Candidate of Sciences in physical education and sports, Associate Professor of the Department of
Biochemistry and Hygiene Lviv State University of Physical Culture named after Ivan Bobersky, Lviv, Ukraine.
Maryna Zakharina
zakharina_m@ukr.net
https://orcid.org/0000-0002-7842-2460
Doctor of Philosophy Associate Professor of the Department of Social Work of the Faculty of Social
Technologies, Health Improvement and Rehabilitation
Chernihiv Polytechnic National University, Chernihiv, Ukraine.
Tetiana Khomyk
t.khomyk@kubg.edu.ua
https://orcid.org/0000-0002-4566-0681
PhD in Pedagogy, Senior teacher of the Department of Special and Inclusive Education Faculty of Psychology,
Social Work and Special Education
Borys Grinchenko Kyiv University, Kyiv, Ukraine.
Recibido: 07/10/22
Aceptado: 10/12/22
Abstract
The purpose of scientific exploration is to harmonize the principles of inclusive education in the
social and pedagogical dimensions. The task of the article can be conditionally divided into two
stages: differentiation of social and pedagogical segments of inclusive education (to make optimal
strategic decisions on the organization of inclusive education); search for a synergistic model
(combination of social, pedagogical, and other elements) in the formation of a favorable
Oksana Hordiichuk, Liudmyla Nikolenko, Khrystyna Shavel, Maryna Zakharina, Tetiana Khomyk
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33
educational environment for inclusive principles. The methodological basis of the study was
scientific and pedagogical methods. The results of the study point to those elements of inclusive
education in European states, which can be actualized in the Ukrainian system of education.
Consequently, inclusive education in Europe has formed clear universal principles and
mechanisms that can be implemented in public education strategies, developing countries.
Keywords: children with special educational needs, inclusive educational environment, inclusive
education, European education, inclusive education.
Resumen
El propósito de la exploración científica es armonizar los principios de la educación inclusiva en
las dimensiones social y pedagógica. La tarea del artículo puede dividirse condicionalmente en
dos etapas: diferenciación de los segmentos social y pedagógico de la educación inclusiva (para
tomar decisiones estratégicas óptimas sobre la organización de la educación inclusiva);
búsqueda de un modelo sinérgico (combinación de elementos sociales, pedagógicos y otros) en
la formación de un entorno educativo favorable a los principios inclusivos. La base metodológica
del estudio fueron los métodos científicos y pedagógicos. Los resultados del estudio señalan los
elementos de la educación inclusiva de los estados europeos, que pueden actualizarse en el
sistema educativo ucraniano. En consecuencia, la educación inclusiva en Europa ha formado
claros principios y mecanismos universales que pueden ser implementados en las estrategias de
la educación pública, los países en desarrollo.
Palabras clave: niños con necesidades educativas especiales, entorno educativo inclusivo,
educación inclusiva, educación europea, educación inclusiva.
1. Introduction
The educational space for applicants for education with special needs has its own specifics related
to organizational, educational and methodological, and psychological and pedagogical aspects.
Given the specificity of the problem of inclusive education, it is impossible to develop a unified
format of this global cluster. Therefore, any state educational system builds its own unique
inclusive cluster strategies.
“Inclusive education is not dead, it has simply acquired a strange new characteristic” (Slee, 2018).
Such a motto eloquently expresses the results of innovative methods on inclusive pedagogy in
the education system of European countries. It should be noted that the processes of integration
of the inclusive element of educational environment should ideally completely level the differences
between inclusive and ordinary learning environments. This ambitious task is rapidly being
implemented in different European countries through different ways and with heterogeneous
results. Therefore, it is still inappropriate to recommend a complete transition of inclusive
education from a socio-pedagogical dimension to a purely pedagogical cluster in the Ukrainian
educational system.
A more pragmatic way is to borrow some elements of the experience of implementing inclusive
innovations of individual European communities in accordance with the socio-cultural
characteristics of Ukrainian education. However, this requires a comprehensive analysis of
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inclusive education models that have been implemented in European educational systems in
recent decades.
“Although there have been many differences between 'special' and 'inclusive' education that
continue to be actively debated, the two concepts remain clearly separate in the policies and
practices of many countries” (Florian, 2019). In European scientific and pedagogical discourse,
there is a definite starting point for positioning inclusive education as a distinct segment of the
educational space.
2. Literature review
The problem of inclusive education in the European scientific and pedagogical discourse is
represented by studies on the implementation of inclusive strategies and principles in the
educational space. Despite the integration processes in the European Union in general and in
education in particular, it should be noted that the issues of inclusive education have not acquired
a global international dimension. The reason for this is the diversity of factors that ensure the
implementation of inclusive elements in the educational space.
Hernández-Torrano et al (2022) were guided by a review of the literature on inclusive education
in Europe since the Salamanca Declaration regarding inclusive education on a global international
level. After working through more than 6,000 scientific publications, they pointed out problematic
points in the study of inclusive education: the lack of scientific cooperation between scholars from
different countries on the unification of inclusive education, little increase in academic interest in
the problem of inclusion (although by the Salamanca Declaration this problem was actually absent
as an independent.
A 30-year period of the global diffusion of inclusive education principles and mechanisms in
European countries is revealed in their study Amor et al. (2019) by analyzing the development
and transformation of the status and positioning of the inclusive segment in the education system.
A similar systematic study of the revisions of inclusive educational strategies in European
countries was presented by Van Mieghem et al. (2020), which presented the reorientation of the
principles of inclusion from the socio-psychological to the pedagogical-psychological segment of
the educational space.
3. Aims
The study aims to correlate the practical models of inclusive education in European states with
the sociocultural realities of particular communities or countries. The objectives, however, are to
focus the inclusive educational strategy on a purely pedagogical dimension (excluding the
dominant social factor) of the implementation of the principles of inclusive education.
4. Materials and methods
The study actualizes two educational environments:
• educational systems of European countries and the unified educational space of Europe;
• the educational system of Ukraine as a developing country.
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State educational environments have cultural-historical, mental-psychological, practical-
pedagogical peculiarities of development. Therefore, it is necessary to carefully analyze not only
the organizational and practical mechanisms for the introduction of inclusive education, following
the example of another state, but also to take into account the correlative principle of
harmonization of educational systems.
The methodological arsenal that can provide analysis of the development of European inclusive
education and determine its prospects in the Ukrainian educational environment are general
scientific methods (analysis, systematization, forecasting, comparison) and scientific and
pedagogical special methods (pedagogical observation, educational experiment).
Currently, researchers observe a certain lack of data on the features of inclusive pedagogy
obtained directly through pedagogical observation and pedagogical experiments. Pedagogical
practices used by teachers in mainstream classrooms create correspondingly qualitatively new
effects for children with special educational needs. The results of the implementation of the
principles of inclusion point to the expansion of such aspects as teamwork, learning organization,
behavioral and emotional support of learning (Finkelstein et al., 2021).
Since inclusion in education has lost the dominant influence of the social dimension, a process of
reinterpretation of inclusion has begun, which includes the coordinated involvement of all children
in the inclusive educational environment. Using the methodological principle of systems theory,
scholars define the diversity of educational inclusion (Qvortrup & Qvortrup, 2018).
In the research conducted, significant attention was paid to the role of the teacher and the
availability of appropriate professional competencies to work with children with special
educational needs. The Teacher Attitude Scale for Inclusion (TAIS) has been successfully used
in contemporary scientific and pedagogical discourse and has been positioned as a progressive
technology that can accurately identify the necessary cognitive and behavioral components
(Ewing et al., 2018).
5. Results
The European experience of implementing inclusive education is diverse. In fact, each European
country has developed its own strategies for the development of inclusive education. However,
some state strategies still have their own features, indicating the success and effectiveness of the
inclusive cluster in the educational system (see Fig. 1).
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Fig. 1. Models of implementation of inclusive education in European countries.
Source: (All-Ukrainian Foundation "Step by Step" (n/d))
Analyzing the models of the European experience in implementing inclusive education, it should
be noted that for the Ukrainian educational system none of them can be fully implemented. The
reason for this is the difference in socio-cultural principles of social development. For example,
the German model of variability contradicts the traditional notions of the centralized Ukrainian
education system. The Swedish state model cannot be relevant because of the mismatch
between the needs and opportunities of this system of inclusive education in Ukraine.
Therefore, the best way to take into account the experience of European states to create a system
of inclusive education in Ukraine is the allocation and introduction of individual elements in the
strategy for the development of inclusion, which can be implemented in specific socio-cultural
conditions.
An important aspect of building an inclusive education strategy at the state level is the formation
of the proper attitude of all stakeholders of the educational space to this problem. When organizing
closed-type inclusive education with the functioning of educational institutions exclusively for
children with special educational needs, the need to create an appropriate microclimate in these
learning environments was not so acute. However, with the development of tendencies to the
integration of inclusive format into the general educational space, the need for socio-psychological
harmonization of this process arose.
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The formation of a positive, tolerant attitude towards each other by all participants of the
educational process is a fundamental guarantee of academic achievement and achieving a high
level of quality education. For the pedagogical dimension of inclusive education, the primary task
is to train the staff both in the issue of professional competencies and moral and psychological
preparation for working with children with special educational needs. Because in addition to the
educational process, the teacher must create conditions for healthy relationships between
children, despite their peculiarities of psychophysical development.
Integrating the inclusive segment into the regular education system requires adequate staffing.
When dividing inclusive and ordinary classes, there was also a division of the teaching staff into
those who had professional competencies to work with children with special educational needs
and the teaching staff with traditional pedagogical competencies, not provided for the organization
of the inclusive segment. Since the gradual creation of a unified educational environment, there
has been a need to train teaching staff who will have universal professional competencies to work
with all categories of applicants for education. A special role in the process of acquiring these
competencies, in addition to education, professional development, and training, was played by
the principles of self-organization and self-improvement of teachers' professional skills
(Savolainen et al., 2022).
A study in Finland by Saloviita (2020) points to the readiness of educational personnel to work in
inclusive settings in mainstream schools. The data indicate that about 20% of teachers are
opposed to inclusive forms in general education institutions and prefer to return to the old model
of organizing inclusive education with the formation of separate educational institutions or
separate classes. These results indicate that even in countries with a high level of development
of educational standards adequately funded, there is a significant part of the teaching community,
which does not approve of a complete merger of regular and inclusive classes. This result is
indicative of the development strategy of the Ukrainian inclusive education system and points to
the need to be very careful about reforms in this educational segment.
Ridei (2021) notes that “teacher professional competencies must be relevant to sociocultural
realities, so they are projected in educational strategies. At the same time, the correlation of
fundamental and flexible professional skills of the teacher will contribute to the implementation of
progressive trends in the general education space” (Skakun, 2021). Such approaches are
relevant to ensure the implementation of inclusion mechanisms in the education system.
An important part of the study of the principles of inclusion in a separate educational system is
the consideration of this cluster at different levels of education: from pre-school to higher
education. In particular, when analyzing inclusion in the higher education system, one should
consider “moving inclusion beyond education into further employment” (Collins et al., 2019).
Modern principles of pragmatism and outcome orientation rule out the thesis: education for
education's sake. Consequently, inclusive education is not only the organization of a favorable
environment for students with appropriate educational difficulties and levels of support applicants
with disabilities but also the design of their professional preparation for competitiveness in the
labor market.
Inclusive education has been a factor that has contributed to the interaction between schools in
Spain (Azorín, 2020). The need to form a networked pedagogical community oriented to the
problems of inclusion has gradually become a prerequisite for the creation of a nationwide inter-
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school collaboration on a horizontal level. This approach demonstrates the effectiveness of the
synergistic approach in the organization of a unified educational space (at the level of an inclusive
cluster or the general state level).
Recent studies of the European system of inclusive education increasingly call for a focus on the
principles of culturally sensitive education, implemented by motivational and supportive
mechanisms (Kumar et al., 2018). Cultural sensitivity is valued in contemporary European society.
Such approaches are positive elements to pay attention to and try to attract them in the
development of a national (in this case not state, but culturally and mentally oriented) system of
inclusive education.
Ainscow & Messiou (2018), analyzing potential ways to increase inclusion in schools, note that
the synergistic effect of interaction at the level of: teacher-educator, teacher-student, teacher-
student with special educational needs, student-student with special educational needs have a
positive impact on these processes. The synergistic effect, in this case, is crucial because
“focusing on individual differences among students can be problematic if the work intended for
some is differentiated to the point where they cannot participate in the classroom with others”
(Florian & Beaton, 2018). Individualization of pedagogical activity is only possible in specialized
educational settings. In the ordinary classroom, differentiating practically oriented pedagogical
elements can do more harm than have positive effect.
Separately, the role of information and communication technology innovations in education and
their positive impact on the inclusive cluster should be noted (Tsekhmister et al., 2021). In
particular, STEAM-education principles emphasizing cognitive indicators contribute to the
organization of an inclusive learning environment in both curricular and subject-matter
dimensions.
The level of inclusiveness involves taking into account many factors of psychophysical features
of applicants for education. Favorable learning environments are formed for students with
appropriate educational difficulties and levels of support. Research in the field of physiology notes
even such minute details as the difference between psychophysical limitations in representatives
of different sexes (Saienko & Gurmazhenko, 2010).
6. Discussion
Inclusive education implies the provision of full-fledged educational services to applicants for
education, regardless of the peculiarities of their psycho-physical condition. For a long time in the
theoretical-methodological and especially in the practically oriented dimension the issue of
education for people with special needs was positioned as a social problem. However, in the
European scientific and pedagogical discourse and, subsequently, in practical pedagogy, there
has been a long and complex reorientation of inclusive education strictly to the pedagogical cluster
(see Fig. 2).
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Fig. 2. The transformation of inclusive education in Europe.
Source: Authors’ development
At the first stage of this transformation emerged a socio-psychological solution to the problem of
inclusive education. At the second stage, the formation of a favorable educational space for the
implementation of elements of inclusive education. This process was facilitated by the introduction
of innovative learning environments, which made it possible to diversify the educational process
to the level in which applicants for education with special needs were able to study in almost the
same conditions as everyone else.
There are two tendencies of the positioning of inclusive education in Europe, focused on the
pedagogical dimension (see Table 1).
Table 1.
Trends in the development of an inclusive education system in European countries.
Positive elements
Negative elements
1. Establishing a high level of social
development in European countries,
which indicates the possibility of
focusing on practical pedagogical
aspects of the development of inclusive
education.
1. Extraordinary burden on the organizational
cluster of educational systems, because
integrating an inclusive cluster into a
regular classroom requires significant
logistical and logistical resources.
2. The formation of a public
consciousness dominated by the
principles of equality, tolerance.
2. Unpreparedness or inadequacy of
professional competencies of teaching
staff to work with children with special
educational needs in inclusive classrooms.
3. The rapid development of inclusive
pedagogy due to significant state,
financial and public support for this
cluster of educational space.
3. Uncertainty of the correlation of inclusive
and conventional educational practice-
oriented pedagogical principles.
Source: Authors’ development.
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Analysis of positive and negative manifestations of the introduction of inclusive education in
European countries allows the development of topical priorities of the Ukrainian system of
inclusive education. Using the experience of advanced states, combined with taking into account
the peculiarities of the socio-cultural state of society forms the right conditions for the development
of inclusive education strategy at the state level.
A comparative analysis is an important method of research on the peculiarities of inclusive
education. In particular, it is worth noting the similarities between inclusive education systems for
different participants in the educational process. A comparison of the educational difficulties of
children with special educational needs and immigrant children have common target priorities
(Cerna, 2019). Consequently, the study of the work of the educational system of European
countries in extreme conditions on the contingent of children who need to create special learning
conditions is relevant and appropriate.
7. Conclusions
Having worked through the experience of European countries on the implementation of inclusive
education, we note that the main models are: centralized public policy on inclusive education; a
combination of moral and psychological and practically pedagogical elements; variability of
inclusive educational strategies; building inclusive qualities on the principles of equality.
The results of the study indicate that there is no ideal model of inclusive education in an individual
country. However, there is a general tendency to reorient from the dominance of the social
dimension in the issue of the principles of inclusion to their focus on the purely pedagogical
segment.
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