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Organization of inclusive education for schoolchildren with special needs in modern school practice. -
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Zhanna Verovkina, Iryna Martsinovska, Halyna Vasylieva, Natalia Savinova, Lesia Chopyk
DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.5
Cómo citar:
Verovkina, Z., Martsinovska, I., Vasylieva, H., Savinova, N., & Chopyk, L. (2023). Organization of inclusive education for
schoolchildren with special needs in modern school practice. Revista Eduweb, 17(2), 54-65.
https://doi.org/10.46502/issn.1856-7576/2023.17.02.5
Organization of inclusive education for schoolchildren
with special needs in modern school practice
Organización de la educación inclusiva para escolares con necesidades
especiales en la práctica escolar moderna
Zhanna Verovkina
verovckinajanna@ukr.net
https://orcid.org/0000-0001-9805-0345
Principal, Candidate of Pedagogical Sciences, Kyiv Secondary school № 4, Ukraine.
Iryna Martsinovska
irinam110519@gmail.com
https://orcid.org/0000-0002-2203-4047
Teaching Fellow at the Special and Inclusive Education Department, PhD in pedagogical sciences, faculty
of special education, psychology and social work, Kamenets-Podolsky National Ivan Ogienko University,
Ukraine.
Halyna Vasylieva
vgi1501@gmail.com
https://orcid.org/0009-0005-4776-7035
Associate professor of the department of management and innovative technologies of sociocultural
activity, Candidate of Pedagogical Sciences, Educational and Scientific Institute of Public Management
and Administration, department of management and innovative technologies of sociocultural activity,
National Pedagogical Dragomanov University, Ukraine.
Natalia Savinova
Sonata16@i.ua
https://orcid.org/0000-0003-2617-8221
Doctor of Pedagogical Sciences, Рrofessor of the Department of Special Pedagogy and Psychology and
Inclusive Education, Kharkiv Humanitarian Pedagogical Academy, Ukraine.
Lesia Chopyk
chopyk-lesya@ukr.net
https://orcid.org/0000-0001-7538-4684
Senior lecturer, Philosophy Doctor in Pedagogics, Department of Psychology, Public Higher Educational
Establishment «Vinnytsia Academy of Continuing Education», Ukraine.
Recibido: 12/02/23
Aceptado: 01/04/23
Abstract
In the article, the features of the organization of the educational process for pupils with special needs,
the involvement of a wide range of educational services to improve academic achievement, and the
development of the child's personality are considered. The article aims to identify the content, main
criteria, and algorithms for organizing inclusive education for pupils with special needs. The attitudes
of parents, educators, and social workers to the proposed system of inclusive education are revealed.
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The result of the work is an algorithm for introducing inclusive education, determining its effectiveness,
and a positive assessment of the system's effectiveness by parents, social workers, and educators
(11%, 13%, and 15%, respectively). In this context, it is promising to research and design specific
examples of the organization of inclusive education management systems.
Keywords: Inclusion, inclusive education; children with special educational needs, socialization of
children, educational needs, inclusive classroom.
Resumen
En el artículo, se consideran las características de la organización del proceso educativo para alumnos
con necesidades especiales, la participación de una amplia gama de servicios educativos para mejorar
el rendimiento académico y el desarrollo de la personalidad del niño. El artículo tiene como objetivo
identificar el contenido, los criterios principales y los algoritmos para organizar la educación inclusiva
para alumnos con necesidades especiales. Se revelan las actitudes de padres, educadores y
trabajadores sociales ante el sistema de educación inclusiva propuesto. El resultado del trabajo es un
algoritmo para implantar la educación inclusiva, determinar su eficacia y una valoración positiva de la
eficacia del sistema por parte de padres, trabajadores sociales y educadores (11%, 13% y 15%,
respectivamente). En este contexto, es prometedor investigar y diseñar ejemplos concretos de
organización de sistemas de gestión de la educación inclusiva.
Palabras clave: Inclusión, educación inclusiva; niños con necesidades educativas especiales,
socialización de los niños, necesidades educativas, aula inclusiva.
1. Introduction
The educational technologies of the twenty-first century require educators to constantly work on
improving, systematizing, and reforming all areas of education. However, one of the most rapidly
changing is inclusive education, the principle of working with children with special needs and their
families (UNICEF, 2020). On the one hand, modern society provides new opportunities for
implementing inclusive education, improving the conditions for learning and communication. On
the other hand, it makes it necessary to actively use existing and develop new approaches and
methods of raising and teaching a child with special needs, to improve not only the knowledge
system but also communication skills. A well-organized system of inclusive education
management brings about positive changes in the personality, which is the greatest educational
goal of adjusting a child with special needs to the realities of modern life (Selin et al., 2016).
In Ukraine, inclusive education received real government support in 2018 as a result of Law No.
2541-8 "On Access to Education for Children with Disabilities," which was published in the Holos
Ukrainy parliamentary newspaper. This made it possible to launch a series of research and
practice-oriented projects on the organization of inclusive education in Ukrainian schools. This
work has contributed to the emergence of many interesting projects and raised some research
questions that needed to be addressed. This determined the scientific issues of research in the
fields of pedagogy, psychology, and sociology. Our study also examines algorithms and
organizational guidelines for the implementation of inclusive education.
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The definition of "inclusive education" is based on many modern theories and interpretations
(Roldán et al., 2021; Bakhmat et al., 2022). This is primarily a process of including children with
special needs in social and educational activities. Thus, such processes should take place in
educational institutions with special conditions. Inclusive education provides an opportunity to
develop social skills in the same way as peers do.
The need for inclusive education in the country's educational system is increasing its popularity,
as it provides equal access to education. Therefore, it is important to create adapted programs
and teaching methods that are designed to make children with special needs (physical, psycho-
emotional, and mental) part of society.
It is worth working on an important educational and social task - to create conditions for a child
with special needs to facilitate his or her development and learning. The organization of inclusive
education also involves the use of various forms of involvement of the student and his or her
environment in the educational process. This makes it possible to maximize the use of the positive
qualities of the individual and mitigate the negative aspects and difficulties of teaching a child
with special needs.
Successful learning and development of social skills are possible when favorable conditions are
organized for a child with special needs not only in the educational process but also in
extracurricular activities. The optimal combination of developmental external factors with the
desire of teachers, social workers, and families to grow together with the child will be optimal
(Puranik, 2020).
If social workers, teachers, and parents take an active role, a student with special needs will be
able to improve his or her development. Creating only appropriate conditions without a
responsible attitude of all participants will bring minimal results.
The development of adaptive programs and organizational guidelines for the development of
inclusive education (extracurricular activities) remains relevant, and it is necessary to further
improve existing effective programs that could be integrated into the educational process of
modern schools in Ukraine.
The study aims to identify the content, main criteria, and algorithms for organizing inclusive
education for schoolchildren with special needs.
Based on the goal, the following research tasks are planned to be performed:
− to identify the idea and basic guidelines for implementing inclusive education at school.
− to establish the demographic and qualification characteristics of teachers and parents who
participated in the experiment;
− to assess the usefulness of inclusive education technologies and their organization by
teachers, social workers, and parents;
− to determine the level of attendance of programs, consultations, and group activities
organized by the school by parents of children with special needs.
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2. Literature review
Innovative measures for inclusive education that can make the educational process as modern
and as democratic as possible are proposed in many recent research projects (Szumski et al.,
2017). Many experimental studies were conducted in secondary and primary schools (Bakhmat
et al., 2022). University education is based on organizational and pedagogical technologies,
means of teaching and socialization of a person with special needs, and is part of the latest
pedagogical technologies (Muldrew & Miller, 2021), and educational projects (Dweck, 2017). The
significant changes that have taken place in school education with the implementation of distance
education in the context of the coronavirus pandemic (Morsink et al., 2021) are also considered.
Moreover, the problems of adaptation of children with special needs and behavioral disorders in
the context of modern educational practice are studied.
There are many important research challenges for managers, staff, and scholars in organizing
inclusive education at school. Teachers need to acquire the skills and knowledge necessary to
work in inclusive education that promote the personal growth of students, master them and apply
them in their professional activities (Dzvinchuk et al., 2020).
The difficulties of the education sector related to innovations are also considered. Some
researchers (Minibas-Poussard et al., 2018) believe that modern school educators are not active
enough, and are not eager to participate in innovative educational and training projects or
implement them at a low level. All this does not allow the practical and theoretical field of inclusive
education to develop intensively. The degree of use of innovative technologies and developments
in the educational process is also considered (Anis, 2017); curriculum development with
consideration of programs to promote personal development, and teaching materials are studied
(Čuhlová, 2019).
The topic of value orientations of modern society in the context of the information revolution of
the XXI century is being developed separately (McIntosh et al., 2021). In this context, the very
idea of introducing inclusive education sounds very modern, a manifestation of humanism and
further democratization of society. Moreover, the way of forming diagnostic and correctional
measures and approaches to identifying the needs of students with special needs, and searching
for the realization of their communicative potential can be traced (Tyurina, 2019). An important
condition for success in the development of personal growth and training programs is also the
constant study of previous experience and its effectiveness, the conditions for successful
implementation (Boghian, 2018).
The inclusive model is considered by many researchers to be an educational model that makes it
possible for children with special needs to be educated together with other students at school
(Szumski et al, 2017; Longstreth et al, 2016). The study focused on inclusive education to create
conditions for the development of children with special needs. It also aimed to form a tolerant
attitude of parents, teachers, and students towards them. (Drach, 2020). In recent decades, the
problems of inclusive education have been considered from the perspective of opening up wide
opportunities for children to learn, regardless of the presence or absence of special needs. From
this perspective, new requirements for a modern teacher, continuous improvement of pedagogical
skills, and specialized knowledge are being developed (Shulman, 2018). The practical programs
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of teachers focused on the specifics of building educational processes for students with special
needs and considering ways to rehabilitate and socially integrate an individual (Muñoz-Martínez
et al., 2021). The process of involving a child with special needs in general education classes is
studied. By doing so, children can gain experience in understanding, care, and attentiveness to
their classmates.
The latest pedagogical and organizational technologies in the field of inclusive education, which
are being introduced into the school education space and are aimed at improving the conditions
of development and comfort of life, facilitating adaptive learning processes, require constant
research attention.
3. Methodology
For the effective implementation of the pedagogical experiment conducted in the field of inclusive
education, or rather the organizational measures for its introduction in secondary school,
theoretical methods of analysis and synthesis, and the descriptive method were applied. Empirical
(diagnostic) methods were also involved in the research experiment. This is, in fact, a pedagogical
experiment, which also requires the use of survey methods, questionnaires (written form), and
observation.
To implement the adaptive program for inclusive education, the capabilities of the team of
teachers, teachers of the Ternopil Educational Complex School-Lyceum No. 6 named after N.
Yaremchuk, Ternopil Secondary School No. 23, as well as parents of pupils and social workers of
the state social services of Ternopil were employed.
The method of the pedagogical experiment was used for one academic year (2021-2022). This
method was used to determine the peculiarities of organizing inclusive education for children with
special needs at school in Ukraine. This involves an assessment by teachers, parents, and social
workers of the level of organization and usefulness of the adaptive program and how effective it
is to introduce inclusive education in a secondary school adapted to the realities of Ukrainian
modernity. The pedagogical experiment is aided by the observation method. Statistical methods
were used to evaluate the results of the experiment.
The experiment involved a total of 48 parents of students with special needs whose children
studied in the school's classrooms with other children, as well as social workers (30) and educators
(16). The variable in the classroom is the introduction of inclusive education, changes in the
curriculum aimed at comprehensive socialization and education of a child with special needs, and
tolerance of society.
Stage 1. A preliminary survey is conducted on the demographic characteristics of parental social
workers and teachers, as well as the qualification characteristics of the latter. The research team,
together with the teaching staff, develops programs, and schedules. Furthermore, it determines
the equipment of school facilities for the implementation of inclusive education. The team is also
developing the schedule and content of additional group classes and counseling sessions for
parents and students. Materials and equipment for the courses are prepared, and preliminary
consultations are held with specialists and teachers who will participate in the experiment.
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Stage 2. At this stage, along with training, parental counseling, and the active work of teachers
and social workers, the characteristics and classification of the main diagnostic tools and
adaptation and correction work are identified. Technologies for the correction of learning and
behavioral difficulties; technologies for developing children's social skills; technologies for
evaluating inclusive approach methods, etc. were applied. The parameters of support in learning
and correction of behavioral disorders of a child with special needs within the framework of the
introduction of an adaptive program in the school education space are determined.
Stage 3. At the final stage, the level of interest is monitored and the usefulness of introducing
inclusive education into school practice, which involves the use of inclusive education
technologies, is assessed. The results of parents' attendance at counseling sessions are also
recorded.
The difficulties encountered during the implementation of the experiment include the relatively
short duration of the program (1 academic year). Also, the research team could not determine
the reasons for the respondents' assessments, as it was not possible to conduct a qualitative in-
depth study.
4. Results
Inclusive education and the principles of its organization at school are based on some basic
principles, characteristics, and technologies.
The principles of implementing organizational inclusive education comprise the following: the
thesis that the value of achievements does not depend on the level of a person's
abilities/opportunities; everyone has the right to communication and understanding; people need
to communicate with each other; live communication determines the real educational process;
every child has the right to communication and friendship with peers; the value of a person does
not depend on his or her achievements and skills; progress in education can be made following
a person's capabilities, without demanding the impossible; and diverse development improves
life.
Organizational technologies for inclusive education belong to the group that focuses on systemic
planning, conditions for the implementation of learning, and programming of expected results.
Inclusion technologies have an organizational role. The following technologies were used in the
pedagogical experiment: technologies for the correction of learning and behavioral difficulties;
technologies for the development of social skills in children; technologies for evaluating inclusive
approach methods. These technologies improve the concentration and motivation of the child
and his or her family. Psycho-physical exercises help to increase confidence in success and relieve
stress from learning.
The first stage involves a survey of program participants (teachers, social workers, and parents)
on their demographic (parents and educators) and qualification characteristics (teachers and
social workers). A system of counseling and classes for parents is being developed, as well as
educational materials, logistics, and training space for the successful implementation of the
program.
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Table 1.
Demographic and qualification characteristics of the respondents (author's development)
Parents
Educators
Age
24-40
36
9
40-60
12
7
Gender
Female
30
16
Male
18
2
Received
qualification
(for teachers)
Social work specialist
8
Speech and language therapist, physiotherapist
5
Teacher, educator-organizer
3
As can be seen, all teachers are qualified specialists and can work as a systemic team in inclusive
education. Most of the adult participants in the experiment are between the ages of 24 and 40.
An important feature of the group of respondents is the significant predominance of women
among the parent group (48%).
Stage 2 identified the parameters for supporting students in their studies and ways to correct
behavioral disorders. These measures are aimed at improving the quality of education,
technological diversity, and the level of organization of inclusive education. Stage 2 involves the
implementation of an adaptive program with the use of organizational-type technologies. All of
this is done against the background of the constant use of psychological support for children with
special needs in the school environment.
Table 2.
Parameters of support in learning and correction of behavioral disorders (author's development).
№
Behavioral measures
Measures to support intellectual
development
1
Determinants
operational
deferred/generalized
Determinants
operational
deferred
2
Types of intervention
Types of intervention
Block of questions
Mnemotechnics
Additional training
Block of questions
Mnemotechnics
Additional training
3
Mutual learning
Mutual learning
Developed explanations
Formulated explanations
Clear instructions
Answer cards
Formulated explanations
4
Characteristics of the academic subject
The place of intervention
Year of Study
IQ reporting
Classroom
Special education office
5
Research features
Duration of intervention
Protocol assignments
An in-depth study of learning difficulties
Short-term
Prolonged
Specifics of the subject matter
in primary school
in secondary school
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For the second stage, it was important to develop an algorithm for using technology in the
sequence of learning and development stages. Teachers, parents, and social workers could create
collective work with students, work in groups, and learn new techniques and ways to adapt to
society. A learning and relaxation space was organized for children with special needs, and
specially equipped classrooms were created.
The research team regularly reviewed the materials of the surveys of the participants of the
experiment regarding their assessment of the results of the work of students and teachers in
correcting learning and behavioral difficulties; the process of socialization of children in the space
of art, creativity, and education. Sports achievements, organization of opportunities to work in a
team, coordinate their actions, and cooperate were also important.
In the final, third stage, a final survey was conducted to gauge the participant's assessment of
the feasibility and usefulness of implementing the program of the educational and methodological
complex of psychological means of development of primary school students.
As shown in the figure, social workers liked the involvement of various psychological means of
personality formation the most (53% rated inclusive education as very useful, 41% as quite
useful, and there were no respondents who considered the program not useful at all). There was
no one among the children who were not interested in the program. Among the respondents who
found the program, not at all interesting, there are 9% of parents and 6% of teachers. Among
the teachers who worked in inclusive education, 25% found the program not very useful. At this
stage, a study of parental involvement in the implementation of inclusive education was also
conducted as part of the experiment.
Figure 1.
Graphical representation of the level of interest of participants (students, educators,
parents) in the activities of the educational program (author's development).
0 5 10 15 20 25
Very useful
Quite useful
Not very useful
Not at all useful
Very useful Quite useful Not very useful Not at all useful
Educators 4 7 4 1
Parents 10 22 12 4
Social workers 16 12 2 0
Educators Parents Social workers
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Figure 2.
Graphical description of the degree of attendance of joint development groups and
consultation events by parents
The high level of parental attendance (73%) at events and consultations demonstrated the
family's interest in implementing inclusive education, socializing a child with special needs, and
creating conditions for the education and upbringing of a student by all participants in the
educational process. Furthermore, it is worth talking about raising the level of pedagogical skills
and underestimating the potential of psychological means of influence and correction in inclusive
education.
5. Discussion
The topic of inclusive education in modern pedagogy has broad prospects and is determined by
its thematic diversity. Its distinctive feature is the existence of a fairly large number of different
approaches to teaching individuals with special needs.
There is a group of researchers () who, in the course of implementing various studies in the field
of organizing inclusive education at universities, considered the effectiveness of the Science
Writing Heuristic (SWH) approach. Both research groups obtained positive results. Taylor J.
(2012) studied the improvement of Cornell Critical Thinking in high- and low-achieving students
in the situation at the beginning of the semester and after exams. Students with low (40%) and
high performance (90%) who attended special rooms for correction based on the Science Writing
Heuristic (SWH) method improved their results. The same positive result was obtained in the
study of Villanuevaa, M., Taylorb, J., Therriena, W., Handa, B. (2012), where the use of consulting
and study rooms with the Science Writing Heuristic (SWH) approach for students with disabilities
had positive consequences. Over the 3 years of research, the intensity of learning opportunities
was average, and negative influences and stress factors decreased by 50%.
Hainagiu S. (2020) considered the program of professional counseling, and the introduction of
extracurricular activities as a mandatory part of the processes of professional and personal
development of pupils, students, interns, etc. According to the results of the study, attendance
at such consultations and events amounted to 99% of the 95 participants in the experiment. In
the study described above, the attendance rate for parental consultations was 73%. A positive
Attendance
Yes No
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assessment of the program, which actively used psychological means of personal development,
was given by 76 people (students, teachers, and parents).
Other studies (Hill & Pargament, 2017) focus on the effectiveness of pedagogical and
organizational types of inclusive technologies introduced in education. When studying the benefits
of inclusive education for a child with special educational needs, many researchers (Bakhmat et
al., 2022) found that, according to the results of surveys conducted, teachers and parents of
children with special needs named the greatest advantage of inclusive education as the acquisition
of new skills, knowledge, and functional skills by students. 61% (teachers) and 63% (parents) of
survey participants positively assessed this characteristic of inclusion. Our study also found that
social workers (53% rated inclusive education as very useful) and parents (63% considered
inclusive education useful and very useful) assessed the usefulness of inclusive education the
highest.
The focus on the practical application of inclusive technologies and the impact on the growth of
social and cognitive capabilities of a child with special needs correlates with the development of
personality and the realization of interpersonal contacts of all students and parents involved in
inclusive education.
6. Conclusions
The organization of inclusive education involves the active use of inclusive technologies of various
types and has contributed to the development of a tolerant attitude to innovation among all
participants in the educational process. The surveys conducted and their results showed a high
degree of satisfaction among parents and social workers with the proposed activities (66% of
respondents found inclusive education useful), as well as increased interest among parents in
attending consultations and group classes (73%).
The results indicate a high level of acceptance by parents, social workers, and educators of the
need to introduce the principles of inclusive education into the modern educational space of
Ukrainian schools.
The development of adaptive programs for inclusive education, which involves identifying the
most effective inclusive technologies that can be introduced in Ukraine, is promising for further
research.
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