Educación inclusiva en Ucrania: logros, retos y perspectivas
DOI:
https://doi.org/10.46502/issn.1856-7576/2024.18.04.3Palabras clave:
Inclusión social, igualdad de oportunidades, equidad, justicia, valores y comportamiento ético.Resumen
El objetivo de este artículo fue analizar los logros, desafíos y perspectivas de la educación inclusiva en Ucrania, centrándose en los principios éticos y valores que influyen en su implementación. El estudio adoptó un enfoque teórico y documental, revisando la literatura científica actual para explorar los conceptos clave y las dimensiones éticas de la educación inclusiva, como la justicia y la equidad en los entornos educativos. La metodología incluyó el análisis de varios estudios de investigación que definieron los desafíos de la inclusión y examinaron las actitudes y comportamientos de estudiantes y profesores hacia la educación inclusiva. Además, el artículo evaluó las herramientas de evaluación de la equidad existentes y su posible adaptación al contexto ucraniano. Los hallazgos más relevantes destacan un creciente interés global en la educación inclusiva, especialmente en áreas como la diversidad, la discapacidad, la educación temprana y la formación docente. Sin embargo, las preocupaciones éticas siguen siendo un desafío importante en Ucrania, lo que presenta oportunidades para investigaciones futuras. El artículo concluye que las consideraciones éticas juegan un papel vital en la configuración de las prácticas de educación inclusiva, pero queda mucho por hacer para abordar plenamente estos problemas y mejorar la equidad en los sistemas educativos.
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Derechos de autor 2024 Mariia Diachenko, Oksana Voroshchuk, Tetiana Romanova, Nataliia Shevtsova, Tetiana Tretiakova
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
