INCLUSIVE EDUCATIONAL PRACTICES IN UKRAINIAN UNIVERSITIES COMPARED WITH INTERNATIONAL EXPERIENCE

Abstract

The article is devoted to an analysis of inclusive educational practices in higher education institutions in Ukraine and a comparison with international experience. It considers the state of regulatory and legal support for inclusive education in Ukraine, the development of an inclusive educational environment, the creation of barrier-free infrastructure, the formation of inclusive resource centers, and the use of digital technologies to improve the accessibility of education. It highlights the problems of implementing inclusion, including the uneven training of teaching staff, limited resources, insufficient adaptation of curricula, and the lack of uniform standards for inclusive education. A comparative analysis of Ukrainian practices with international models of inclusive education – Scandinavian, Anglo-Saxon, and European – is conducted. It has been shown that international experience is characterized by a high level of institutional support, adaptation of curricula, use of individual education plans, a multidisciplinary approach, and the application of modern technologies. It is noted that the successful implementation of inclusion requires a comprehensive approach that combines legislative regulation, teacher training, and the development of material and technical resources and digital educational resources. The article emphasizes that the development of inclusive education in higher education institutions in Ukraine is undergoing a phase of systemic transformation: an institutional structure is being formed to support students with special educational needs, electronic platforms for distance learning are being introduced, and barrier-free spaces and adapted educational materials are gradually being created. The issues of ensuring equal access to education, strengthening personnel and methodological support for teachers, and introducing uniform standards for inclusive education remain relevant.