Implementation and Administrative Framework of the Inclusive Education in the Context of the European Integration Process

  • Anatoliy N. KULISH Sumy State University, Educational-Scientific Institute of Law, Ukraine
  • Yuriy V. HARUST Sumy State University, Educational-Scientific Institute of Law, Ukraine
  • Oleg N. REZNIK Sumy State University, Educational-Scientific Institute of Law, Ukraine
  • Maryna S. UTKINA Sumy State University, Educational-Scientific Institute of Law, Ukraine

Abstract

This paper presented consolidated information about Ukrainian education system in past and about the role of the Inclusive Education in the Context of the European Integration Process. An inclusive education is a system of the educational services, which are based on the principle of the enforcement of main right of children to education and the right to study according to place of residence. Conception of the development of the inclusive education was developed, which aimed to solve important issues as to ensuring of the right to the equal education for children with special educational needs. The positioning socially recognized mission to unite the social community by meeting the needs of society in the creation of conditions of equal access to education for all of its members. The characteristic of national and foreign legal acts showed, that the implementation of the inclusive education into national schools characterized by maximum involvement of the state to the systematic problem solving, but there are no strict mechanism of the given process realization.

References

[1] Armstrong, F., and Barton, L. 2007. Policy, Experience and Change and the Challenge of Inclusive Education: The Case of England. Policy, Experience and Change: Cross-Cultural Reflections on Inclusive Education. Series Inclusive Education: Cross Cultural Perspectives, 4: 5-18.
[2] Chimedza, R. 2007. Disability and Inclusive Education in Zimbabwe. Policy, Experience and Change: Cross-Cultural Reflections on Inclusive Education. Series Inclusive Education: Cross Cultural Perspectives, 4: 123-132.
[3] D’Alessio, S. 2011. Inclusive Education and Special Needs Education. Inclusive Education in Italy. Series Studies in Inclusive Education, 10: 23-42.
[4] D’Alessio, S. 2013. Researching Disability in Inclusive Education. Purpose, Process and Future Direction of Disability Research. Part of the series Studies in Inclusive Education, 89-106.
[5] Feyerer, E. 2002. Computer and Inclusive Education. Computers Helping People with Special Needs. Series Lecture Notes in Computer Science, 2398: 64-67.
[6] Hornby, G. 2014. Developing a Comprehensive System of Inclusive Special Education. Inclusive Special Education, 1: 161-169.
[7] Hornby, G. 2014. From Inclusion and Special Education to Inclusive Special Education. Inclusive Special Education, 1: 19-40.
[8] Hornby, G. 2014. Inclusive Special Education: The Need for a New Theory. Inclusive Special Education, 1: 1-18.
[9] Lavia, J. 2007. Inclusive Education in Trinidad and Tobago. Policy, Experience and Change: Cross-Cultural Reflections on Inclusive Education. Series Inclusive Education: Cross Cultural Perspectives, 4: 107-122.
[10] Liasidou, A. 2015. Sustainable Inclusive Education Reforms. Inclusive Education and the Issue of Change. Part of the series Policy and Practice in the Classroom, 105-115.
[11] Mateu, J., Bello, M.J.L., and Alamán, X. 2014. Virtual Touch Book: A Mixed-Reality Book for Inclusive Education. Ubiquitous Computing and Ambient Intelligence. Personalisation and User Adapted Services. Series Lecture Notes in Computer Science, 8867: 124-127.
[12] Mateu, J., Lasala, M.J., Alamán, X. 2013. Tangible Interfaces and Virtual Worlds: A New Environment for Inclusive Education. Ubiquitous Computing and Ambient Intelligence. Context-Awareness and Context-Driven Interaction. Series Lecture Notes in Computer Science 8276: 119-12.
[13] Mathias B.A. 2015. Inclusive Education for the Disabled. Disability Studies. Part of the series Innovations and Controversies, 105-116.
[14] McComas, W.F. 2014. Inclusive Science Education. The Language of Science Education, 1: 48-58.
[15] Mitchell, D., and Desai, I. 2003. Inclusive Education for Students with Special Needs. International Handbook of Educational Research in the Asia-Pacific Region. Series Springer International Handbooks of Education, 11: 203-215.
[16] Nes, K. 2003. Why does Education for all have to be Inclusive Education? Inclusion, Participation and Democracy: What is the Purpose? Series Inclusive Education: Cross Cultural Perspectives, 2: 67-80.
[17] Ruairc, G.M., Ottesen, E., and Precey, R. 2013. Leadership for Inclusive Education. Leadership for Inclusive Education. Series Studies in Inclusive Education, 18: 1-5.
[18] Setti, A.F.F., and Azeiteiro, U.M. 2016. Education for Sustainable Development in Brazil: Challenges for Inclusive, Differentiated and Multicultural Education. Biodiversity and Education for Sustainable Development. Part of the series World Sustainability Series, 237-248.
[19] Slee, R. 2007. It’s a Fit-up! Inclusive Education, Higher Education, Policy and the Discordant Voice. Policy, Experience and Change: Cross-Cultural Reflections on Inclusive Education. Series Inclusive Education: Cross Cultural Perspectives, 4: 177-188.
[20] Timmons, V. 2007. Towards Inclusive Education in Canada. Policy, Experience and Change: Cross-Cultural Reflections on Inclusive Education. Series Inclusive Education: Cross Cultural Perspectives, 4: 133-146.
Published
2017-02-11
How to Cite
KULISH, Anatoliy N. et al. Implementation and Administrative Framework of the Inclusive Education in the Context of the European Integration Process. Journal of Advanced Research in Law and Economics, [S.l.], v. 7, n. 6, p. 1405-1417, feb. 2017. ISSN 2068-696X. Available at: <https://journals.aserspublishing.eu/jarle/article/view/632>. Date accessed: 28 mar. 2024.

Keywords

inclusive education; European integration process; Ukraine; educational space; teachers; children with special educational needs