Inclusive education in an institution of higher education: realities and possibilities of education of war veterans with special needs

Abstract

Implementing the principles of inclusive education in institutions of higher education is not an easy task. Before its application in institutions of higher education, inclusive education was initially developed for younger schoolchildren. As many students with disabilities successfully complete their schooling, the need to move towards inclusive education in higher education has increased. The war in Ukraine caused the appearance of new, previously unknown challenges for our society. One of the main challenges for Ukrainian society caused by the war is the full adaptation of veterans to civilian life, especially, disabled veterans, and among them there are many very young people. The world's leading countries have long paid great attention to people with special needs and the disabled. The most developed countries spend significant resources to involve people with disabilities in public life, education, science, sports, arts, etc. Unfortunately, during and after the war, Ukraine will face the problem of employment for the disabled and people with special needs. Tens of thousands of people who have become "persons with disabilities" are returning home from the front and will continue to return. This is already a big problem, which, unfortunately, is traditionally overlooked by our state. Military with disabilities are willing to work and have the potential to successfully acquire job skills through education services and, of course, individualized employment support. The opportunity to work for this group of people is of great importance from the material point of view, and social integration and serves as an effective method of self-realization and rehabilitation. The approach to the implementation of the principles of inclusive education in practice is closely related to two problems: the elimination of possible barriers as a process and the achievement of accessibility of educational services and the program of financing educational services for disabled veterans. Inclusive education can reorient higher education to the needs of the market, which is generally relevant for Ukrainian higher education and is repeatedly noted in the studies of many scientists and the comments of stakeholders. The purpose of this article is to provide insights into inclusive practices in higher education that require a contemporary discussion of how to move the university toward an inclusive environment, developing policies, strategies, processes, and actions that will contribute to the success of all students.