Description
This article provides a comprehensive analysis of the organizational framework for inclusive education for primary school students with intellectual disabilities in Ukraine. This analysis is situated within the context of the country's ongoing integration into the European educational space and a fundamental national shift from a segregated, medical model to a rights based, social model of disability, spurred by the ratification of the UN Convention on the Rights of Persons with Disabilities. The primary objective is to theoretically examine the principles, evolving legal structures (e.g., the Law "On Education"), and practical challenges associated with establishing effective inclusive learning environments for this diverse student population. Utilizing a theoretical review methodology, the study first delineates the heterogeneous nature of intellectual developmental disorders, outlining the distinct cognitive, communicative, and adaptive profiles ranging from mild levels, where students can master a modified academic curriculum, to severe and profound levels, where educational goals prioritize social adaptation and essential self-care skills. The research then details Ukraine's multi-level system for organizing inclusive education, which operates at three interconnected levels: 1) a national management level responsible for policy, funding, and quality assurance; 2) a regional diagnostic level, centered on Inclusive Resource Centers (IRCs) that conduct comprehensive assessments using standardized international tools and provide crucial recommendations for support; and 3) a local implementation level within schools, where a multi-disciplinary support team (including teachers, specialists, and parents) develops and executes a dynamic Individual Development Program (IDP) for each student. The analysis culminates in evidence-based recommendations for educational practice, including the critical use of visual supports, structured activity variation, content chunking, differentiated goal-setting, and connecting learning to real-life contexts to facilitate skill generalization. The study concludes that while Ukraine has successfully established a robust legal and organizational framework, its practical success hinges on the high-fidelity implementation of individualized support. The IDP and the collaborative functioning of the school-based support team are identified as the most critical elements for translating policy into meaningful educational outcomes.
