Humanization of society through integration and inclusive education: Challenges and prospects for individuals with visual impairments in Ukraine

Yurii  Tulashvili

doi:10.59400/fes.v2i3.279

Humanization of society through integration and inclusive education: Challenges and prospects for individuals with visual impairments in Ukraine

Yurii Tulashvili Lutsk National Technical University, 75, Lvivska St., 43000 Lutsk, Volyn Oblast, Ukraine http://orcid.org/0000-0002-0780-9529

Article ID: 279

66 Views, 51 PDF Downloads

DOI: https://doi.org/10.59400/fes.v2i3.279

Keywords: humanisation of society; inclusive education; persons with visual impairments; social rehabilitation; vocational rehabilitation; integrative approach; development of inclusive education

Abstract

The new concept of humanizing society, founded on the priority of personality development through socialization processes, opens new perspectives for citizens with visual impairments in Ukrainian society. The article analyzes the issue of social adaptation of this category of people through inclusive education, which encompasses preschool, general, and vocational training. The historical, philosophical, psychological, and methodological aspects of implementing an integrative approach to inclusive education for visually impaired individuals are considered. The study emphasizes the importance of the “principle of equal opportunities” in education for children and youth with functional limitations, focusing on the integration of such individuals into the general educational process. It underscores the need for a societal attitude shift towards children with special educational needs and the support for the idea of inclusion at the state level, involving school administrators, educational staff, parents, and other participants in the educational process. The psychological and pedagogical support of children with visual impairments within the context of inclusive education, playing a key role in the development of Ukraine’s modern educational system, is distinguished by its multidisciplinary approach. This support ensures the preparation and psychological readiness of all participants in the educational process for cooperation with children with health issues and includes the prevention and correction of secondary developmental deviations in such children. Special attention is paid to the role of social and pedagogical work in the development of a child with disabilities in accordance with the general patterns of child development, considering secondary symptoms related to abnormal social development. The article investigates the main approaches to implementing inclusive education in the educational space of Ukraine. The author examines the normative legal acts concerning the integration of people with special needs and their impact on the development of democracy. Additionally, an overview of the experience of organizing education for people with visual impairments in Ukraine and abroad is provided. The authors of the article highlight the need for support of regional rehabilitation and social protection programs for people with visual impairments, the creation of scientific-methodological resource centers for inclusive education, and the integration of such children into general education institutions. The conclusions of the study underline that addressing issues of accessibility, inclusion, and humanization of societal relations towards visually impaired individuals will contribute to their successful socialization and professional training, reflecting modern approaches to education and vocational training for blind and visually impaired individuals. The importance and prospects of implementing inclusive education in Ukraine’s educational space are demonstrated and significant for educators, lecturers, and students of pedagogical and technical universities, as well as education and science professionals.

References

[1]Verkhovna Rada of Ukraine Law of Ukraine “On Employment” (Ukrainian). Available online: http://zakon2.rada.gov.ua/laws/show/803- (accessed on 25 July 2024).

[2]Kravchenko NV, Alyeksyeyeva HM, Gorbatyuk LV. Curriculum Optimization by the Criteria of Maximizing Professional Value and the Connection Coefficient of Educational Elements, Using Software Tools. In: ICTERI 2018: 14th International conference on ict in education, research, and industrial applications; 14–17 May 2018. Kyiv, Ukraine.

[3]Ovsiannikov O, Alieksieieva H. The computer environment of scientific research work of students of engineering and pedagogical specialties of the computer profile as a design object (Ukrainian). Molod i rynok, 2019; 9(176). doi: 10.32843/2663-6085-2019-14-2-39

[4]Gura V, Nestorenko T, Makarenko T. Doslidzhennia katehorii “osvitnia posluha”: mizhdystsyplinarnyi pidkhid. Series: Pedagogical Sciences. 2022; 2: 91-104. doi: 10.31494/2412-9208-2022-1-2-91-104

[5]Havrylenko N. Conceptual approaches to creating a regional model of inclusive education “School”–“College”–“University”. Inkliuzyvna osvita: ideia, stratehiia, rezultat; 2022. p. 63.

[6]Hurenko O, Tsybuliak N, Mytsyk H, et al. Organizational adaptation for inclusive education in universities amidst war (Special issue). Journal of Governance & Regulation. 2024; 13(2): 339–353. doi: 10.22495/jgrv13i2siart10

[7]Lopatina H, Tsybuliak N, Popova A, et al. Inclusive education in higher education institution: Are Ukrainian faculty members’ ready for it? Research in Education. 2024; 118(1): 49-72. doi: 10.1177/00345237231207721

[8]Alieksieieva HM. Formation of readiness of future social educators to use computer technologies in professional activity (Ukrainian). Monohrafiya. Berdyansʹk: BDPU; 2014.

[9]Alferova TS, Potehina OA. Fundamentals of Rehabilitation (Ukrainian). Book 1. Tolyatti: Renaissance Academy; 1995.

[10]Alieksieieva HM. Victorious information-communal technologies in the process of professional training of students of pedagogical universities (Ukrainian). Aktualʹni pytannya pryrodnycho-matematychnoyi osvity. Sumy, Ukrayina: VVP “Mriya”; 2014. pp. 184-191.

[11]Alieksieieva HM, Babich PM. Using the Arduino platform for professional training of future engineer-pedagogues (Ukrainian). Fizyko-matematychna osvita, 2018; 4(18): 12-17. doi: 10.31110/2413-1571-2018-018-4-002

[12]Tulashvili I. Mathematical approaches of creating to educational content formation in the professional system computer training of blind people [Electronic resource]. The central European journal of social sciences and humanities: Edukacja - Technika – Informatyka, 2015; 6 (4): 136-140.

[13]Lupart D, Webber C. School Reform in Canada: Transition from Separate Systems to Inclusive Schools (Ukrainian). In: Essaiopaiiiu Essaiiiop, Sapasia; 2002. pp. 7-52.

[14]Bondar V. Education of Children with Special Needs: Explorations and Perspectives. Surdopedagogy (Ukrainian).

[15]Salamanca Declaration Framework for Action on Special Needs Education. In: the World Conference on Special Needs Education: Access and Quality, Salamanca, Spain (Ukrainian). 2000.

[16]Guide for Parents of Children with Special Educational Needs: Educational and Methodological Manual in 9 Books (Ukrainian). In: the “Inclusive Education” Series. Kyiv; 2010.

[17]Kolupaeva LA, Budyak LV. Implementing Inclusive Education during the Reform Process in Ukraine (Ukrainian). In: Proceedings of the X International Scientific-Practical Conference “Inclusive Education: Realities and Perspectives”. Kyiv; 2009. p. 272.

[18]Danilavichyutye EA. Teaching Strategies in an Inclusive Educational Institution: Educational and Methodological Guide (Ukrainian). Kyiv; 2012.

[19]Burchak OK. Education for the Blind: Its Future (Ukrainian). Social Partnership, 2005; 10: 26-27.

[20]Inclusive Education: Supporting Diversity in the Classroom: A Practical Guide (Ukrainian). Guide for Parents. Compiled by the non-governmental organization “Living in the Community” (Manitoba, Canada). Kyiv: Palyvoda A.V.; 2012.

[21]Disability and Society: A Training Manual. 2012 (Ukrainian). Available online: https://issuu.com/napd/docs/invalidnist_ta_suspilstvo (accessed on 25 July 2024).

[22]Gritsenok LI, Obukhivska AG, Panok VG, et al. Psychological Service and Psychomedical-Pedagogical Consultations in the Education System of Ukraine: Development Indicators for the 2004-2005 Academic Year (Ukrainian). Kyiv: Nika-Cente; 2005.

[23]Stasiuk LP. Inclusive Education in General Education Schools: An Integrative Approach to Inclusive Education for Individuals with Visual Impairments (Ukrainian). In: Tulashvili YJ (editor). Monograph. Lutsk: PP Ivanyuk V.P.; 2019. pp. 178-193.

[24]Social-Pedagogical Work with Children and Youth with Functional Limitations (Ukrainian). In: Kapska A (editor). Social Pedagogy: A Textbook, 3rd ed. Kyiv; 2006. pp. 329-368.

[25]Havrylenko NV. Interaction of international and national law norms through the prism of globalization and integration processes (Ukrainian). Available online: https://ndipzir.org.ua/wp-content/uploads/2023/01/conf_09.11.2022.pdf. (accessed on 25 July 2024).

[26]Hurenko OI, Alekseeva HM, Lopatina HO, Kravchenko NV. Use of computer typhlotecnologies and typhlodevices in inclusive educational space of university. Information Technologies and Learning Tools, 2017; 61(5): 61-75. doi: 10.33407/ITLT.V61I5.1782

[27]Bayda LY, Krasukova-Enns OV, Burov SY, et al. Disability and Society: Educational and Methodological Guide (Ukrainian). Kyiv; 2012.

[28]Budyak LV. Inclusive Education in a Rural General Education Institution (Ukrainian). Cherkasy; 2010.

[29]Grebenyuk TM. Studying the Problem of Socio-Psychological Adaptation of Visually Impaired People in Student Integrated Groups (Ukrainian). In: Information Technologies in the Social and Labor Rehabilitation of People with Disabilities: Proceedings of the International Seminar. Kyiv: VO UFZ-BF “Vizavi.”; 2001. pp. 76-79.

Published

2024-08-16

How to Cite

Tulashvili, Y. (2024). Humanization of society through integration and inclusive education: Challenges and prospects for individuals with visual impairments in Ukraine. Forum for Education Studies, 2(3), 279. https://doi.org/10.59400/fes.v2i3.279

Download Citation

Issue

Vol. 2 No. 3 (2024)

Section

Article

This work is licensed under a Creative Commons Attribution 4.0 International License.

Editor-in-Chief

Dr. Surapati Pramanik

Nandalal Ghosh B.T. College, India

eISSN

3029-2956

Publication Frequency

Quarterly

About the Publisher

Academic Publishing insists on taking academic exchange and publication as the main line, carrying out comprehensive management based on science and technology, and fully exploring excellent international publishing resources. Within 5 years, it will form a strategic framework and scale with science (S), technology (T), medicine (M), education (E), and humanities and arts (H) as the main publishing fields. Academic Publishing is headquartered in Singapore and based in Malaysia, with the United States and China providing the main scientific and academic resources. At the same time, it has established long-term good cooperative relations with other publishing companies, scientific research communities, and academic organizations in more than a dozen countries and regions. Academic Publishing uses English and Chinese as its main publishing languages, mainly publishing books, journals, and conference papers in print and online. The vast majority of publications follow the international open access policy, providing stable and long-term quality and professional publications. With the joint efforts of the expert team and our professional editorial team, our publications will gradually be indexed by international databases in stages to provide convenient and professional retrieval for various scholars. At the same time, manuscripts we accept will be subject to the peer review principle, and cutting-edge and innovative research articles will be preferentially accepted for peer reference and discussion. All kinds of our publications are welcome for peer to contribute, access, and download.

more

Volume Arrangement

2025

2024

2023

Featured Articles

Diachronic analysis of Spanish scientific production on teaching methodologies in Primary Education: A scientometric and conceptual perspective (2000–2023)

The evaluation of science is essential to ensuring the quality, validity, and reliability of scientific results. Science needs to undergo a review process to ensure the rigorousness of scientific output. This evaluation provides a solid basis for political and economic decisions related to the design and execution of research projects, the establishment of new lines of research, or the identification of areas of specialization. This paper analyses diachronically the Spanish scientific production related to the implementation and development of teaching methodologies in primary education and indexed in the Scopus and Web of Science databases during the period 2000–2023. This analysis is carried out on the one hand, from a scientometric perspective, based on the analysis of indicators such as diachronic production, the journals with the highest scientific productivity, and the most productive institutions, and, on the other hand, from a conceptual perspective, trying to define its relationship with other areas of education. The general results of this study reveal two clear stages: the first, up to 2010, with little scientific production; and the second, from 2011 onwards, characterised by a general growth. The relationship between this field and others such as initial teacher training, ICT, and didactics is also evident.

The relationship between teachers’ self-efficacy and classroom management practices in secondary schools

This study explores the intricate relationship between teacher self-efficacy and classroom management practices in secondary schools in the Mansehra district of Pakistan. Teacher self-efficacy, defined as the belief in one’s ability to manage and influence classroom environments effectively, has been identified as a critical factor influencing both teaching performance and student outcomes. The research employed a mixed-method approach, gathering data from 62 teachers and 310 students using both online surveys (via Google Forms) and physical questionnaires to ensure a diverse and inclusive participant pool. Data analysis was conducted using two complementary tools: SPSS and Smart PLS. SPSS was used for descriptive statistics and inferential analyses, such as t-tests, chi-square tests, and measures of central tendency, to offer an overview of group differences and relationships between variables. Meanwhile, Smart PLS was employed for Partial Least Squares Structural Equation Modeling (PLS-SEM), a technique suited for complex models and smaller sample sizes. This method allowed for the analysis of both direct and indirect relationships between the study variables—teacher self-efficacy, teaching practices, and classroom management. The findings reveal a significant positive correlation between teacher self-efficacy and classroom management practices. Additionally, teaching practices were found to mediate this relationship, indicating that higher levels of self-efficacy not only directly improve classroom management but also enhance teaching performance, which in turn contributes to better-managed classrooms. These results suggest that interventions aimed at enhancing teacher self-efficacy can have far-reaching effects on educational outcomes. The study highlights the need for focused teacher development programs that foster self-efficacy, thereby improving classroom management, student engagement, and overall academic success.

Artificial Intelligence in education: A comprehensive study

This comprehensive study delves into the multifaceted role of AI in education, exploring its applications, benefits, challenges, and future implications. The purpose of the study is to show how AI in education helps educators identify gaps in student knowledge and provide targeted feedback to improve learning outcomes. As a methodology, the library method and the study and review of various documents have been used in this research. The study examines the diverse range of AI technologies employed in educational settings, including intelligent tutoring systems, personalized learning platforms, educational chatbots, and virtual reality simulations. Furthermore, the study delves into the numerous benefits that AI brings to education. It highlights how AI-powered analytics and data-driven insights enable educators to gain deeper insights into student learning patterns, identify areas for improvement, and tailor instructional strategies accordingly. Additionally, AI-driven tools promote inclusivity by providing personalized support to learners with diverse needs and learning styles. Despite its transformative potential, the study also acknowledges the challenges and ethical considerations associated with integrating AI into education. Data privacy, algorithmic bias, and the digital divide are examined in detail, emphasizing the importance of responsible AI deployment and ethical guidelines. Looking ahead, the study explores the future implications of AI in education and the evolving role of educators in AI-enabled classrooms. It discusses how AI technologies will continue to evolve, offering new opportunities for collaborative learning, skill development, and lifelong education. In conclusion, this comprehensive study underscores the profound impact of AI on education and the need for thoughtful implementation strategies that prioritize equity, inclusivity, and ethical considerations. By harnessing the potential of AI, education systems can better prepare learners for the challenges and opportunities of the future.

Enhancing adult learner success in higher education through decision tree models: A machine learning approach

This article explores the use of machine learning, specifically Classification and Regression Trees (CART), to address the unique challenges faced by adult learners in higher education. These learners confront socio-cultural, economic, and institutional hurdles, such as stereotypes, financial constraints, and systemic inefficiencies. The study utilizes decision tree models to evaluate their effectiveness in predicting graduation outcomes, which helps in formulating tailored educational strategies. The research analyzed a comprehensive dataset spanning the academic years 2013–2014 to 2021–2022, evaluating the predictive accuracy of CART models using precision, recall, and F1 score. Findings indicate that attendance, age, and Pell Grant eligibility are key predictors of academic success, demonstrating the strong capability of the model across various educational metrics. This highlights the potential of machine learning (ML) to improve data-driven decision-making in educational settings. The results affirm the effectiveness of Decision Tree (DT) models in meeting the educational needs of adult learners and underscore the need for institutions to adapt their strategies to provide more inclusive and supportive environments. This study advocates for a shift towards nuanced, data-driven approaches in higher education, emphasizing the development of strategies that address the distinct challenges of adult learners, aiming to enhance inclusivity and support within the sector.