Inclusion of Ukrainian Сhildren with Special Educational Needs (from among displaced people) in the Czech Republic

• Authors: Olha Klopota , Yevhenii Klopota

Abstracts

EN

The article presents the results of a study of the peculiarities and difficulties of educational and social inclusion of Ukrainian children with special educational needs who found protection from the war in the Czech Republic. The sample was formed according to the criteria we defined. The results obtained using a semi-structured interview testify to the social significance of the outlined problem. They can be used to develop ways and resources to increase the effectiveness of including of Ukrainian children with special educational needs and their self-realisation in European society.

Keywords

EN

displaced people; inclusion; disability; special educational needs (SEN)

• Publisher: Wydawnictwo Adam Marszałek
• Journal: The New Educational Review
• Year: 2024
• Volume: 75
• Pages: 247-256

Dates

published

2024

Contributors

author

Olha Klopota

• Khortytsia National Academy, Ukraine
• Masaryk University, Czech Republic

• https://orcid.org/000000031262805X

author

Yevhenii Klopota

• Masaryk University, Czech Republic
• Zaporizhzhia National University, Ukraine

• https://orcid.org/0000000160600540

References

• Ainscow, M. (2020). Promoting inclusion and equity in education: Lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6(1), 7–16. https://doi.org/10.1080/20020317.2020.1729587
• Bonin, H. (2017). The Potential Economic Benefits of Education of Migrants in the EU. Publishing Office of the European Union. https://docs.iza.org/report_pdfs/iza_report_75.pdf
• Borzucka-Sitkiewicz, K., Kowalczewska-Grabowska, K., Geerts, L., & Pollefait, R. (2022). Developing Skills Regarding Empowerment as the Basis for Assisting Socially Excluded People. The New Educational Review, 70, 23–33. https://doi.org/10.15804/tner.2022.70.4.02
• Burki, T. Kh. (2022). Health of Ukrainian citizens under threat from conflict and displacement. Lancet Respir Med., 10(5). DOI: 10.1016/S2213-2600(22)00093-5
• Cerna, L. (2019). Refugee education: Integration models and practices in OECD countries. OECD Publishing. https://doi.org/10.1787/a3251a00-en
• Disman, M. (2002). Jak se vyrábí sociologická znalost. Karolinum.
• Klopota, Y., Klopota, O., & Gudonis, V. (2019). Socio-psychological training for readiness for interaction in professional activity of employers and specialists’ with blindness. Pedagogy, 134(2), 224–236. https://ejournals.vdu.lt/index.php/Pedagogika/article/view/729/431
• Malykhin, O., Aristova, N., & Bondarchuk, J. (2022). Providing Quality Education to School-Age Children in Times of War in Ukraine: A Netnographic Analysis. The New Educational Review, 69, 180–190. https://doi.org/10.15804/tner.2022.69.3.14
• Nilholm, C. (2021). Research about inclusive education in 2020 – How can we improve our theories in order to change practice? European Journal of Special Needs Education, 36(3), 358–370. https://doi.org/10.1080/08856257.2020.1754547
• Norwegian Refugee Council. (2020). The Obstacle Course: Barriers to Education for Syrian Refugee Children in Lebanon. https://www.nrc.no/globalassets/pdf/reports/the-obstacle-course-barriers-to-education/the-obstacle-course_barriers-to-education.pdf
• OECD. (2016). Making Integration Work: Refugees and Others in Need of Protection, Making Integration Work. OECD Publishing. http://dx.doi.org/10.1787/9789264251236-en
• Orendain, D. J. A., & Djalante, R. (2020). Ignored and invisible: internally displaced persons (IDPs) in the face of COVID-19 pandemic. Sustainability Science, 16(1), 337–340. https://doi.org/10.1007/s11625-020-00848-0
• Pugh, K., Every, D., & Hattam, R. (2012). Inclusive education for students with refugee experience: whole school reform in a South Australian primary school. The Australian Educational Researcher, 39(2), 125–141. https://doi.org/10.1007/s13384-011-0048-2
• Reason, P., & Bradbury, H. (Eds.) (2007). The Sage Handbook of Action Research. Sage.
• SWD. (2022). Supporting the inclusion of displaced children from Ukraine in education: Considerations, key principles and practices for the school year 2022-2023. http://SWD-2022-185-inclusion-displaced-children-Ukraine-in-education.pdf
• Telna, О., Klopota, Y., Klopota, O., & Okolovych, O. (2021). Inclusive Education in Ukraine: parents of Children with Disabilities Perspective. New Educational Review, 64(2), 225–235.
• Zaborniak-Sobczak, M. (2022). Beliefs on Inclusive Education Among Teachers and Students of Pedagogical Faculties in South-Eastern Poland. The New Educational Review, 70, 133–144. https://doi.org/10.15804/tner.2022.70.4.11

Identifiers

DOI

10.15804/tner.2024.75.1.19

Biblioteka Nauki

29520793