University of Southern California Dissertations and Theses

Implementing inclusive education in Ukraine: developing teachers and partnerships for change

(USC Thesis Other)

Implementing inclusive education in Ukraine: developing teachers and partnerships for change

PDF

Download a page range

Download transcript

Copy asset link

Request this asset

Transcript (if available)

Content Implementing Inclusive Education in Ukraine: Developing Teachers and
Partnerships for Change
by
Elana Glasenberg
Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education
May 2021

© Copyright by Elana Glasenberg, 2021
All Rights Reserved

The Committee for Elana Glasenberg certifies the approval of this Dissertation.
Committee Member, Dr. Maria Ott
Committee Member, Dr. Maryna Zavgorodnya
Dr. Cathy Sloane Krop, Committee Chair
Rossier School of Education
University of Southern California
2021

Abstract
After the fall of the Soviet Union in 1991, Ukrainian school students remained divided into two
groups, “educable” and “non-educable” (Dobrova-Krol & van IJzendoorn, 2017). Regular
education restricted access to children with disabilities, so they remained institutionalized in
orphanages, boarding schools, or psychiatric centers, where those with special needs were at
significant risk (Mathews et al., 2015). Controversy still exists around disability and inclusive
education in many former Soviet Union (FSU) countries due to stigmatization and exclusion.
While Ukraine undergoes educational reforms to create the New Ukrainian School (NUS), the
importance of training Ukrainian teachers in preparation for inclusive education is a unique and
exciting challenge. Ukraine was heavily impacted by COVID-19, with teachers forced to teach
online for the first time. Beginning March 2020 via Zoom, 34 teachers from ORT Educational
Complex #141 received training from Inclusion Experts, UK. ORT Educational Complex #141 in
Kyiv is a K–11 state school comprising 1,290 students and 97 teachers. Reconstruction of the
building was completed in 2014. This school has support from the Ministry of Education and a
Swiss Foundation. These 34 teachers/administrators are the stakeholders who will prepare for
teaching inclusive classes when the new school opens in September 2021. The organization’s
goal was to add a building to cater to students’ needs with physical and mental difficulties. A
literature review helped identify the stakeholders’ knowledge, motivation, and organizational
KMO needs and influences. This study utilized a Clark and Estes (2008) gap analysis in
evaluating KMO influences that impact a teacher’s ability to implement inclusion. Triangulated
data analysis from a survey and individual interviews helped highlight themes to address before
the new school year. These themes include prevailing attitudes, teachers’ lack of training, lack of
iv

respect for the teaching profession, fear of expectations and burnout, lack of resources and the
need to improve communication and collaboration with parents. The recommendations will help
school #141 become a model for inclusive education in Former Soviet Union countries.
Keywords: inclusive education, stigmatization, segregation, defectology, ORT, teachers,
organizational change, partnerships, stakeholders, parents, profession, learning difficulties,
knowledge, support, wheelchairs, Ukraine, Soviet, state, training, technology, COVID-19,
institutionalization, resources, salaries, motivation, collaboration, respect, workload, burnout,
culture.
v

Dedication
To the students at ORT Educational Complex #141, Kyiv, Ukraine.
You were the inspiration that encouraged me to realize this project. I hope this school will
provide you with the opportunity to become lifetime learners and to make your country proud!
I dedicate this study to you.
Elana Glasenberg
EGlasenberg@gmail.com
vi

Acknowledgments
This is for acknowledgments. It is a nice place to thank the faculty, friends, and
colleagues who formally helped you reach this point in your academic career. Make sure to also
provide relevant information about you (the author), study registration, data sharing, disclaimers
or statements regarding conflicts of interest, and help or funding that supported the research. This
section also provides a point of contact for interested readers. Text within this section should be
grouped into separate paragraphs, as needed. For more tips, view information about the “Author
Note” in the APA 7
th edition manual. Even though your title page will not have an Author Note,
much of that information is relevant and appropriately shared within your Acknowledgements.
vii

Table of Contents
Abstract…………………………………………………………………………………………...iv
Dedication………………………………………………………………………………………...v
Acknowledgments………………………………………………………………………………...v
List of Tables……………………………………………………………………………………...x
List of Figures…………………………………………………………………………………….xi
List of Abbreviations…………………………………………………………………………….xv
Chapter One: Introduction to the Problem of Practice……………………………………………1
Background of the Problem……………………………………………………………………….3
Importance of the Study………………………………………………………………….. 6
Organizational Context and Mission……………………………………………………………
Organizational Goal…………………………………………………………………….
Description of Stakeholder Groups and Performance Goals…………………………...
Stakeholder Group for the Study………………………………………………...
Performance Goals related to the Problem of Practice…………………………………...
Purpose of the Study and Research Questions…………………………………………..
Overview of Theoretical and Methodological Framework………………………………
Definitions………………………………………………………………………………
Organization of the Dissertation……………………………………………………….
Chapter Two: Literature Review………………………………………………………………….
Historical Background to Ukrainian Education and Current Reforms…………………...
History of Soviet Rule in Ukraine and the Impact on Children with Disabilities……….
Segregation of those with Disabilities…………………………………………..
Abuse in Institutions…………………………………………………………….
Ukrainian Reforms to Education………………………………………………………..
New Ukrainian School………………………………………………………….
Partnerships……………………………………………………………………...
Barriers Preventing Inclusive Education………………………………………………..
Prevailing Attitudes…………………………………………………………….
Lack of Teacher Training……………………………………………………….
viii

Lack of Funding…………………………………………………………………...
Building Accessibility…………………………………………………………….
Characteristics of Teachers in Ukraine…………………………………………………….
Status of Teachers in Ukraine …………………………………………………….
Lack of Respect for Their Profession …………………………………………….
Low Salaries……………………………………………………………………...
Best Practices in Inclusive School………………………………………………………..
Teacher Preparation……………………………………………………………...
Continuous Training for Inclusive Education…………………………………...
Teacher/Parent Collaboration……………………………………………...........
Benchmarking Other Schools
Clark & Estes (2008) Gap Analytic Conceptual Framework
Stakeholder Knowledge, Motivation, and Organizational Influences
Knowledge and Skills Influences
Knowledge Influence 1: Factual Knowledge of the
Historical Context of Inclusive Education in Ukraine
and the School’s Goals to Address This Context
Knowledge Influence 2: Procedural Knowledge of How
to Implement Inclusive Processes in Their Classroom
Knowledge Influence 3: Conceptual Knowledge of
Meeting the Needs of Challenging Students
Knowledge Influence 4: Metacognitive Knowledge to
Reflect on Practices
Motivational Influences
Motivation Influence 1: Self-efficacy in their New Roles
in Inclusive Classrooms
Motivation Influence 2: Expectancy Value of Inclusive
Education
ix

Motivation Influence 3: Self-Determination to Change
Students' Lives
Organizational Influences
Cultural Models and Cultural Settings
Organizational Influence #1: Attitudes
Organizational Influence #2: Effective Leadership
Organizational Influence #3: Processes
Organizational Influence #4: Role Models
Conceptual Framework
Conclusion
Chapter Three: Methodology
Overview of Methodology
Data Sources
Surveys
Participants
Instrumentation
Data Collection Procedures
Data Analysis
Interviews
Participants
Instrumentation
Data Collection Procedures
Data Analysis
Reliability and Validity
Ethics and Role of the Researcher
Limitations and Delimitations
Limitations
Delimitations
Conclusion
x

Chapter Four: Results
Participating Stakeholders
Results for Knowledge, Motivational, and Organizational Influences
Results and Findings for Knowledge Needs
Factual and Conceptual Knowledge of the Historical Context of
Inclusive Education and School Goals
Procedural Knowledge in Implementing Inclusive Processes within the
Classroom
Metacognitive Knowledge to Reflect on Practices
Summary of Knowledge Findings
Results and Findings for Motivational Needs
Expectancy Value Theory
Self-efficacy
Self-determination
Summary of Motivational Findings
Results and Findings for Organizational Needs
Cultural Models
Cultural Settings
Summary of Organizational Findings
Synthesis of KMO Findings
Impact of Covid-19 on this study
Summary of Results and Findings
Chapter Five: Discussion
Subheading
Subheading
Subheading
Conclusions
References
xi

Appendix A Map Of Ukraine
Appendix B Organizational Structure Of ORT Educational Complex #141
Appendix C Survey Protocol
Appendix D Certified Translators signature
Appendix E Interview Protocol
Appendix F Information Sheet for Exempt Review
xii

List of Tables
Table 1: Organizational Mission, Goal and Stakeholder Group’s Performance Goal 19
Table 2: Knowledge Influences on Performance 61
Table 3: Motivation Influences 65
Table 4: Organizational Influences 70
Table 5: Stakeholders who participated in interviews 97
Table 6: Knowledge Influences 101
Table 7: Motivational Influences
Table 8: Organizational Influences
Table 9: Summary of Needs and Influences
Table 10: Summary of Knowledge Influences and Recommendations
Table 11: Summary of Organization Influences and Recommendations
xiii

List of Figures
Figure 1: COVID deaths in Ukraine by October 2020 13
Figure 2: Inclusive Training Plan for Teachers (March 2020-July 2023) 18
Figure 3: Gap Analysis (Clark & Estes, 2008) 55
Figure 4: Conceptual Framework (Clark & Estes, 2008) 73
Figure 5: Convergent Design 77
Figure 6: Data Sources 78
Figure 7: NVivo Word Frequency 100
Figure 8: Qualtrics Survey - Acceptance of students with Special Needs
Figure 9: Qualtrics Survey - Teachers need additional Training
Figure 10: Qualtrics Survey - Training Received was appropriate
Figure 11: Qualtrics Survey - Teachers are treated and respected as professionals
Figure 12: Qualtrics Survey - Concerns about working with other Adult Specialists
Figure 13: Organizations Mission and Vision Statement
Figure 14: NCSE three year cycle
xiv

List of Abbreviations
CDT Critical Disability Theory
FSU Former Soviet Union
NGO Non Governmental Organization
NUS New Ukraine School
ORT Organization for Educational Resources and Technological
Training
SEN Special Educational Needs
STEM Science, Technology, Engineering and Mathematics
U21 Swiss Foundation for students under 21 years
xv

1
Chapter One: Introduction to the Problem of Practice
The lack of inclusive education in Ukraine is, in part, the result of former Soviet policies
of exclusion and stigmatization against children with mental and physical disabilities
(Kolupayeva, 2016; Philipps, 2010; Zaika, 2018). In Ukraine, regular education restricts access
to children with disabilities. Many of these children remain institutionalized in orphanages,
boarding schools, psychiatric centers, or medical centers, where children with special needs are
at significant risk (Martovytska, 2014; Mathews et al., 2015). Controversy exists around
disability and inclusive education because “children with disabilities are among the most
marginalized and excluded in the world, including their exclusion from education” (Hughes &
Talbott, 2017, p. xxi). Inclusive educational practices are rooted in research indicating that “when
students with disabilities are meaningfully included in general education classrooms and schools,
academic and social outcomes improve for students with and without disabilities” (Sailor et al.,
2017, p.1).
After a visit to five schools in Ukraine in November 2018, the researcher was concerned
that there were no children with physical or mental difficulties in classrooms. On inquiring, she
discovered that children with severe challenges were institutionalized. Further research indicated
various international organizations had attempted inclusion, but this was incomparable to other
European countries because of limited teacher training and lack of funding. There have been
attempts to introduce inclusive education to Ukraine, but several barriers limit education quality.
Also, the terminology used in former Soviet Union countries to describe children with
difficulties includes “child-invalid,” “people in difficult conditions,” “children with mental
retardation,” and “people with limited abilities” (Bondar, 2014, p.16; Phillips, 2009). Lack of
clear definitions of the range of disabilities makes it challenging to provide these children with

2
equal access to an excellent education. For example, children placed in orphanages are usually
there because they have a disability rather than having no parents. They must leave by the age of
16 despite being unprepared to enter the workforce (Mathews et al., 2015; Talanchuk, 2015).
The idea that general and special education needs to be separated was inherited. After the
fall of the Soviet Union, the Ukraine Education Act (1991) stated both that more than half the
children starting elementary school had learning difficulties (Bondar, 2014) and that “segregated
special education in the boarding houses should be replaced by integrated education” (Bondar,
2014, p. 24). However, Ukraine was ill-equipped to meet these children's needs in inclusive
schools.
The Ministry of Education of Ukraine supervises all schools, where according to
statistics, “there are 396 special secondary schools with 54,100 children, 40 educational
rehabilitation centers for children with mental or physical disorders, 142 special preschool
institutions and 1200 special education groups in mainstream preschools with 45,000
preschoolers” (Bondar, 2014, p.23). These children are segregated in boarding schools or
institutions, showing a significant contrast with the Western world, where inclusion is “one of the
most dominant values and objectives in education” (Felder, 2018, p.1). Ukraine struggles to
conform with European standards, while “lack of definitions caused messed rhetoric” and
“insufficient research into the ‘inclusion’ issue made acts inactive” (Bondar, 2014, p. 23).
However, change is slowly being introduced, partly because of pressure from international
human rights organizations. The Ukrainian Ministry of Education reexamines its policies for
addressing students’ needs with physical and mental difficulties.
This study introduces inclusive education for children with mental and physical
disabilities in Ukraine on an equal level to other European countries. It also examines the

3
teachers’ experience in preparing to take on this new role. This chapter will discuss the
background to this problem, related literature, the importance of studying this problem,
organizational context and goal, a description of the stakeholders, the project’s purpose, research
questions, methodology framework, and terminology definitions.
Background of the Problem
From a historical perspective, the Soviet Union’s downfall in 1991 transformed Ukraine's
political, economic, social, and education systems (Bondar, 2014), leaving Ukraine struggling to
restructure the rigid Soviet-style education that they were accustomed to (Raver, 2007). Since
then, Ukraine has not focused on inclusive education (Khanzeruk, 2016) despite following
European norms and standards. Years of unrest, limited resources, rebuilding, prevailing
attitudes, and other barriers have also been significant factors in the lack of inclusive education.
Ukraine’s attempt to introduce inclusive education after the fall of the Soviet Union stalled partly
because of the many unresolved issues facing faculty and administrators (Belovolchenko, 2017;
Drachkovska, 2017; Dudar, 2017). Like other Eastern Bloc countries, Ukraine made numerous
efforts to transform its education system without much success (Kutsyuruba & Kovalchuk,
2015).
Stigmatization that existed during Soviet times labeled all children with disabilities and
removed their access to specialized support in schools (Philipps, 2009), encouraging segregation.
Furthermore, existing literature suggests that there are currently more than 100,000 children with
disabilities living in Ukrainian institutions without access to formal education (Dobrova-Krol,
2017). Other NGO groups claim there are at least 200,000 children placed in these institutions.
Children with disabilities were often placed there without parental consent; since parents had no
financial means to support their child at home, they were forced to give their children away

4
(Bondar, 2014). According to the Presidential Commissioner for Children’s Rights (2016), every
three days, one child dies due to illness or accidents in these institutions and the psychological
and physical suffering from these living conditions’ harsh effects. Above all, children born with
disabilities are especially exposed because they are “often relegated to the most barren and filthy
sections of institutions, left without activities, stimulation or human contact” (Mathews, 2015, p.
iv). Many of these children are at risk of trafficking, torture, pornography, sex, and physical and
mental abuse (Dobrova-Krol, 2017; van IJzendoorn, 2017). Thus, this school must address the
lack of inclusive education to ensure that disability does not become a human rights issue
because evidence shows “that persons with disabilities experience worse socioeconomic
outcomes and poverty than persons without disabilities” (World Report on Disability, 2011, p.
xxi).
Inclusive education means people with disabilities must be included in education,
accepting everyone’s uniqueness and differences regardless of their race, ethnicity, gender,
sexual orientation, religion, physical and mental disabilities (Thompson, 2017). Ukraine's
isolation of children with special needs in state-run institutions further enhances their alienation
(Budnyk & Sydoriv, 2019). As a result of these institutions being in remote areas with limited
access to the public, many Ukrainians are unaware of their existence (Mathews et al., 2015), and
state statistics about children with disabilities are limited due to deficiencies in maintaining
records (Rotatori et al., 2014; van IJzendoorn et al., 2011).
Children with mental and physical difficulties are often labeled as “invalids,” and their
teachers are referred to as “defectologists,” which emphasizes their diversity and deficiencies
(Kalinnikova & Trygged, 2014; Philipps, 2011; Rasell, 2013; Smagorinsky, 2012). Defectology
was used during Soviet times to divide educable and non-educable children (Vygotsky, 2012). In

5
essence, this division is a violation of disabled children’s rights to education, healthcare, and
employment (Kalinnikova & Trygged, 2014). Ukraine’s inadequacy to educate its disabled
children led to introducing a new national plan in August 2016 to implement the New Ukrainian
School (NUS) Concept (Hrynevych, 2016). Under the NUS Concept, the government’s goal is to
make changes by 2029 to provide inclusive education for all children. The NUS Concept
requires tremendous changes in teaching methods, resources, equity, views of inclusion, and
funding.
Compounding the problem, after the nuclear accident in Chernobyl in 1986, was “an
increase in the number of disabled children born” (Bridge, 2004, p.89). During Soviet rule,
doctors persuaded mothers who gave birth to children with physical or mental difficulties to “try
again” (Mathews, 2015, p.5) or send their children to institutions because of the severity of their
problems. Several unresolved practical issues hamper Ukraine’s efforts to introduce inclusive
education through the NUS concept. However, inclusive education requires an economically
stable country capable of mainstreaming its disabled children (Belovolchenko, 2017;
Drachkovska, 2017; Dudar, 2017; Kolupayeva, 2004). Hence, according to Raver (2007), before
Ukraine can implement inclusive education, the government must address weak governmental
policies, the public’s negative attitudes towards those with disabilities, and the lack of funding. A
5-year collaboration between Canadian and Ukrainian educators (2008-2013), known as the
Canadian International Development Agency Project (CIDA), included groups focused on
identifying essential aspects of inclusive education while highlighting limitations and future
directions (Loreman et al., 2015).
Also, inclusive education requires family support, leadership, teachers’ training, and
building up resources (Bondar, 2014; Korzh, 2014; Loreman et al., 2016). Numerous studies

6
have examined the necessity of educating disabled children, but the reality is that this is
impossible to realize without appropriate teacher training and related teacher resources (Budnyk,
Dubkovetska & Sydoriv, 2016). Much of the Soviet authoritarian style of administration in
schools has remained unchanged, and teachers are still “more preoccupied with survival than
their professional duties” (Kutsyuruba, 2013, p.36). Most teachers have other jobs to survive
financially because teacher salaries are low (Kutsyuruba, 2016). Also, not all teachers have the
same goals and worldviews, with few teachers having an adequate understanding of special
needs education. Older teachers wish to get their jobs done alone, while younger teachers prefer
to collaborate with others (Budnyk, Dubkovetska, & Sydoriv, 2016; Kutsyuruba, 2016).
Ukraine recognizes the need to focus on teachers to provide optimal education for
disabled children in a safe environment (Bondar, 2014). However, teachers’ workload, low
salaries, and lack of professional status have resulted in an aging faculty with outdated teaching
methods (Kutsyuruba, 2013). Teachers currently earn approximately ten times less than teachers
in Western Europe, and their profession is not valued (OECD, 2017). Teachers will be a critical
component in creating a partnership between families and the school to implement inclusive
education.
Importance of the Study
The problem of the lack of quality inclusive education in Ukraine warrants further study
for several reasons. The implementation of inclusive education in Ukraine is full of “loopholes in
legislation concerning children with disabilities; its inconsistency with international standards
and lack of legislation on special education” (Zaiarniuk, 2015, p. 191). If society fails to meet
these children’s needs, they will not be prepared to integrate into their community and contribute
to society (Dubkovetska, 2016; Leonard, 2015; Omelianovych, 2016). The exclusion of disabled

7
children from receiving an education to meet their diverse needs suggests they will continue to
be alienated until adulthood. Inclusive education will provide safer and healthier environments
for disabled children, preventing unnecessary loss of life in institutional care (Dubkovetska,
2016; Leonard, 2015). Ukraine’s attempt to introduce inclusive education after the fall of the
Soviet Union stalled partly because of the many unresolved issues facing faculty and
administrators (Belovolchenko, 2017; Drachkovska, 2017; Dudar, 2017).
Indeed, all children should be cared for by their parents, rather than institutionalized,
where they will suffer abuse, neglect, and possibly death (Dobrova-Krol, 2017). Investigations
into 33 Ukrainian institutions by Disability Rights International (Mathews et al., 2015) revealed
the extensive abuse disabled children endure, including restraint, emotional and physical pain,
trafficking, sexual abuse, and forced abortions and sterilization. Research conducted by
Disability Rights International (Mathews et al., 2015) highlighted that caregivers’ prevailing
attitudes result in human rights abuses. Arguably, Ukraine’s unique education system has failed,
resulting in girls and women with disabilities being raped and tortured by those expected to take
care of them (Kolypayeva, 2016; Mathews et al., 2015; Talanchuk, 2015). Therefore, these
institutions are a “gateway to lifelong institutionalization in abusive adult facilities” (Mathews et
al., 2015, p. iv).
Although Ukrainian schools now formally admit children with disabilities, in most cases,
this is not the reality, as schools do not have wheelchair access, teachers are untrained, and
resources are unavailable. Several diagnostic centers have been built to diagnose children with
difficulties, but parents are still reluctant to have their children labeled. Tremendous challenges
lie ahead in implementing inclusive education, but of utmost importance is the fact that the

8
country is committed to making these changes to benefit all stakeholders. There is much work to
be accomplished in this field of inclusive education.
Organizational Context and Mission
The Organization for Educational Resources and Technological Training (ORT) is one of
the oldest non-profit organizations that provide education, teacher training, and technical schools
in more than 40 countries. It is a global education network driven by Jewish values while
strengthening advanced Science and Technology education. ORT has gained the status of being
an experimental base for the Ukraine Ministry of Education and was “accredited with honor” in
2011. Students and teachers from ORT Educational Complex # 141 often win international
competitions and Olympiads in STEM. ORT focuses on meeting students’ needs in countries
with economic, cultural, or linguistic barriers.
ORT Educational Complex #141 in Ukraine is a K-11 state school comprising 1290
students and 97 teachers, rebuilt in November 2014. Since 1999, the school has occupied small,
inadequate premises serving 300 students. With Swiss Foundation (U21) backing, the school
moved to a new building while renovating the smaller building’s kindergarten. No pseudonym
for the school appears here, as the stakeholders are proud of all they have accomplished in a
short time through an agreement established between the Cabinet of Education Ministers of
Ukraine, Ministers of Education in Israel, and World ORT. This complex comprises a
kindergarten and primary school (1- 4 grades) and a specialized secondary school (grades 5-11).
Ukrainian students graduate in Grade 11, but new educational reforms will extend graduation to
Grade 12.
The kindergarten has a separate building for 122 students, with modern classrooms,
games rooms, music halls, bedrooms for children to sleep during the day, a medical room and

9
psychologists’ office, cafeteria, and excellent sports grounds. Inclusion will not begin in the
kindergarten as this building is not accessible for wheelchairs. Although recently renovated, the
building did not provide accommodations for students with difficulties. There is the possibility of
adding an elevator on the outside of the building. The kindergarten has 17 female teachers and
one male Director. Some of these teachers have participated in the training.
The secondary school is equipped with physics and chemistry laboratories, a media
library, 14 classrooms, language laboratories, a cafeteria, gym, language laboratories, and
computer rooms. Classrooms have interactive whiteboards, and the students also build a 3D
printer. The school serves the local community, but some students commute from a considerable
distance away.
Construction has begun for new premises on the primary and secondary school campus
for students with physical or mental difficulties. The new building is scheduled to open in
September 2021, with a new mission to implement inclusive education while removing the
stigmatization from former Soviet times. The school building will have wheelchair access, and
small rooms will be available for different types of therapy. Initially, students with mental and
physical disabilities will be admitted to Grades 1- 4. When students move up a year, teachers
who have already completed the training will provide additional teacher training. The two
buildings will be connected to ensure that the entire school becomes an inclusive school, where
students and parents feel comfortable with their child's diagnosis.
Besides studying the Ukrainian National Curriculum, all students must learn Hebrew and
participate in Jewish Studies, even if they are not Jewish. Students study Jewish history, Jewish
customs, and the cultural heritage of Jews in Ukraine. They celebrate Jewish holidays and
participate in trips within Ukraine to learn about Jewish life. Since this is one of Kyiv’s best

10
schools, there is a willingness on the Ukrainian government, parents, and students to strengthen
Jewish identity and consolidate ties with Israel. School # 141 is a state school, so parents do not
pay school fees, but other public schools do not offer the same quality of education as this school
does because of a lack of financial support. Families’ incomes are low, varying from $300-$700
per month, as middle-class families send their children to private or international schools. This
school has become very important to parents because it provides quality education, creating
many opportunities for students from low-income families to obtain the skills and knowledge
needed to become self-sufficient. Most public schools in Ukraine are located in significantly
inferior facilities and cannot provide quality education conditions.
Until now, the Ukrainian government has controlled all aspects of public education. The
state selects administrators and teachers, and the state makes all final decisions regarding
curriculum and pedagogy. By relinquishing central control, the government has empowered
principals and school boards to make independent decisions regarding educational structure and
management (Gryshchenko, 2018). The New Ukrainian School (NUS) will take time to
implement over several stages. Still, the freedom gained to shape its educational future is
essential to enhance Ukrainian education. ORT Educational Complex # 141 operates under a
cooperation agreement in education between the Government of Ukraine, the Government
of Israel and World ORT, and the Ministry of Education and Science of Ukraine about
cooperation in general secondary and vocational education. Training at the Educational
Complex exists in four stages: pre-school, I degree comprehensive school, II degree
specialized school with advanced study of foreign languages and information technologies
and technological lyceum. Students in the 10-11 grades can study “Web design,”
“Architectural and Landscape Design,” and “Information technologies in economics and
business.” Also provided are optional courses on computer graphics, animation, and

11
three-dimensional modeling. ORT Educational Complex #141 is the only educational
establishment in Kyiv, where students study in-depth English and Hebrew language at the
same time; while immersing themselves in the culture, geography, and history of Israel.
Teachers from Israel enable students to become fluent in Hebrew. Students of this Complex
have the opportunity to gain up-to-date skills while training at Cisco Networking Academy,
HP program, Microsoft IT Academy, and Oracle training academy.
Organizational Goal
By September 2021, ORT Educational Complex #141 will be one of the first schools in
Ukraine to implement inclusive education, which means that all students who can access the
curriculum are welcomed into the school to learn, participate, and feel like they belong to the
school community. It is unknown how many current students have learning difficulties because
parents are reluctant to have their children diagnosed. Hopefully, this will change when parents
gain confidence in the school's ability to help their children. The organization has begun to
provide teacher training to feel confident in working with children who have difficulties.
Teachers will be able to conduct parent workshops to regain trust and respect in their abilities.
The organization will have the necessary resources and trained support staff by the opening of
the school. The school intends to reduce class sizes from 45 students to be more manageable for
teachers.
The goal is for teachers to be trained by September 2021 in preparation for the first
inclusive school in Ukraine. This goal was determined by the researcher of this study in
consultation with and with the support of a Swiss Foundation (U21), the primary funder. Swiss
inclusive schools were used as a benchmark, given their “advanced status in providing an
education to all students with physical and mental challenges” (OECD, 2014). Benchmarking
other inclusive schools helps to set possible near-term goals for this school in Ukraine and other

12
purposes that remain aspirational. With space for an extra 1000 students, the new building will
have access to wheelchairs and special facilities for disabled children. This school building will
be unique to Ukraine and hopefully become a model for other former Soviet Union countries.
Although construction of the new building has begun and should be completed by September
2021, delays might occur due to Coronavirus’s outbreak.
It is necessary to mention that attempting to accomplish these goals during the pandemic
outbreak, COVID-19, has been extremely draining for faculty, parents, and students. Given the
abrupt situation, parents and teachers were unprepared for the necessary transition to remote
learning. Various forms of lockdowns forced teachers to teach online with little experience of
using Zoom or Google Classrooms. The Foundation provided more than 50 laptops for teachers,
while not all students had access to technology. Initially remote learning took place via social
media and some lessons were broadcast via television.
The Ministry of Education was reluctant to enforce a lockdown as they were concerned
with final exam results being lower than usual. School closures definitely resulted in the loss of
learning, as not all children had parental support at home. By the time lockdown occurred again
in December 2020, 21 teachers from the school were infected with the virus. Borders were
closed, and it was difficult for the Foundation members to get to Ukraine without a Ukrainian
passport. Despite these challenges, building and teacher training continued. Figure 1 presents the
total number of COVID deaths in Ukraine by October 2020.

13
Figure 1
Total COVID deaths in Ukraine by October 2020
European Centre for Disease Prevention and Control (October, 2020)
In Ukraine, the minimum subsistence level is approximately $130- per month (OECD).
However, during the pandemic, the population living below this level rose to 45% (OECD).
Lockdown measures further slowed the economy in a country that was already experiencing
massive unemployment and sizable foreign debt. Schools had to quickly accelerate their digital
learning to keep up with the national curriculum demands. Teachers were overwhelmed, trying to
manage their jobs while working from home and taking care of their children.
Notably, the Ministry of Education in Kyiv approved this project early in 2019, allowing
those involved in the school’s development to visit several times and having the Mayor of Kyiv
spend time at the school. After observing the presentation on the implementation of inclusive
education, the Minister of Education looked ahead to having other similar schools built in her

14
city (Hrynevych, 2019). A destabilizing factor is that changes in the Ukrainian government
frequently occur (Lunyachek, 2017).
Teacher training, which began online in March 2020 with an inclusion expert from
London, takes place on Zoom and is done in groups with a Russian translator. Trained teachers
and specialists will join the group of teachers as the number of students increases. With
international educators supporting teachers through continuous ongoing online training, the goal
is for #141 to train other schools in other Former Soviet Union countries to implement inclusive
education.
Another critical aspect is accountability, whereas educators need to be accountable for
students’ learning. Inclusive education in Ukraine is challenging because parents often prevent
their children’s assessment and diagnosis for fear of being perceived as a failure and
embarrassment (Mathews, 2015). Teachers’ concerns, including not meeting the child's needs
and engaging with parents, must be addressed and resolved to be accountable to the stakeholders
while striving to improve their students’ ability to learn. The Ministry of Education will also
review all formative data to determine the schools’ impact on these newly included students.
Teachers’ evaluation will be necessary to ensure they demonstrate the skills required to meet
their students’ needs. The Swiss Foundation will also consider the organization's performance
related to the organizational goal in reaching decisions to continue financing this project.
Description of Stakeholder Groups and Performance Goals
A stakeholder group is a group of individuals who directly contribute to and benefit from
achieving its goal. In this school, the stakeholders include the Swiss Foundation, the Board,
Administrators, Teachers, Parents, and Students. All are involved in helping achieve the

15
organization’s goal of being able to implement inclusive education. The Foundation has a vital
role because, without its approval, funding will not occur.
The School Board (see Appendix B) is composed of parents and the principal, with
functions similar to a Parent-Teacher association. Parents can support teachers in classroom
activities and help fundraise or run after-school programs. However, they have no say in the
hiring or firing of faculty and staff. One indicator of the broad parental support is that the school,
which has the reputation of being the best school in Kyiv, now has a waiting list longer than
Kyiv University. Before the start of school, parents are happy to come in and help clean and
decorate the school. Each year on the first day of school, students arrive with their parents and
carry a bouquet for their teacher. The first day of school is always on September 1, regardless of
whether it falls over a weekend, and is still a day of celebration for the entire community.
Parents are critical stakeholders because their cooperation will help provide needed
services to their children and build a strong school community; however, most parents also have
several jobs to survive financially. Because teachers are the ones who will undergo training and
implement changes for children with difficulties, they are of utmost importance and complete the
triangular relationship between school and parents.
Stakeholder Group for the Study
Although a complete analysis would involve all stakeholder groups, this study will focus
on teachers as the stakeholder group for practical purposes. While all stakeholders contribute to
this school’s success, the teachers are the group to undergo extensive training and have the most
significance in bringing about change within their classrooms. They will be required to work
with administrators, students and parents and be responsible for changing this culture’s mindset
towards children with disabilities. These teachers will become change agents. Unfortunately,

16
teachers in Ukraine generally have insufficient resources, challenging work assignments, and
unclear expectations (Glickman et al., 2004), yet are often required to make changes in the
curriculum without the necessary professional development. While people in business benefit
from a capitalist system, intellectually prepared teachers “appeared to be in the lowest strata of
the society” (Kutsyuruba, 2011, p. 296). It is necessary to address this problem so that teachers
are compensated adequately and expertly trained. Hence, they remain in their field to rebuild the
education system and allow their country to become competitive on an international scale.
Teacher training is a prerequisite for modernizing a country (Fedorchuk & Mykola, 2016). Still,
many issues affecting teacher education in Ukraine exist, such as the transition process
influenced by teacher's beliefs, lack of leadership, and the lack of resources (Kutsyuruba &
Kovalchuk, 2015). Above all, teachers hope to train teachers from other schools to continue
implementing inclusive education in Ukraine.
Research has revealed that teachers who have too demanding jobs will succumb to
exhaustion, sleep, and health problems (Bakker & Demerouti, 2007). Improving motivation and
job engagement must focus on the well-being of all employees. To keep teachers motivated to
take on this challenging training, the Foundation will be compensating salaries. Inclusion Experts
rewarded teachers with certificates and made them feel a part of the Ukraine process of change.
Teachers were involved in the writing of the new Mission and Vision statement with outside
educators for support. The training provides them with the opportunity to feel a sense of mastery
and achievement. Lead teachers will train other teachers in school #141 and other FSU schools
once they have completed the Foundation’s complete training. These teachers will serve as role
models, helping to implement inclusive education in Ukraine.

17
For this reason, to enable teachers at ORT Educational Complex #141 to teach in a newly
inclusive environment, the school has initiated Inclusion Experts, a United Kingdom training
program designed to equip teachers with the required skills and certify them to train other
teachers. Training, which started in March 2020, moved online due to the outbreak of the
Coronavirus. By November 2020, teachers will have developed a portfolio of acceptable
practices that they will be required to demonstrate within the new inclusive school.
Teachers of Grades 1- 4 will be the first group to be trained, and each year teachers of
higher grades will be added. Visits to inclusive schools outside Ukraine will enable teachers to
see excellent practices to generate these ideas with other teachers upon their return. Visiting
other schools will only be possible when the borders open, and teachers are safe to travel again.
Upon completing their Master's level course, the teachers should plan and execute training as
lead practitioners for other teachers in their home country by mid-2022. The goal is to prepare
teachers to become lead practitioners by 2022 (Figure 2). Some teachers have already started
their online Master’s Degree in Inclusive Leadership Education. The stakeholder group consists
of 34 teachers, with only one male participating. All teachers in this group are local Ukrainians
who speak several languages, but most do not speak English.

18
Figure 2
Inclusive Training Plan for Teachers (March 2020-July 2023)
(Sobel, 2020)
Performance Goals Related to the Problem of Practice
Table 1 represents the school's new organizational mission statement, written with the
teachers and the administration’s help. The mission statement, translated into Ukrainian, was
discussed with teachers, and outside experts helped facilitate discussions. It also describes the
organization’s performance goal and the stakeholders’ group goal, making sure teachers feel
prepared for their opening in September 2021.

19
Table 1
Organizational Mission, Organizational Goal, and Stakeholder Group’s Performance Goals
Organizational Mission
The mission of School #141 is to become an inclusive school that is open-minded to all students,
regardless of their physical or mental challenges. All students will be learners and have equal
access to an education that best suits their needs. Students will become critical thinkers, creative
makers, socially responsible actors, and emotionally and physically healthy individuals. All
students will be prepared for their future so that they can contribute to Ukrainian society.
Organizational Performance Goal
The organization will provide teacher training so that teachers feel confident in working with
children who have difficulties. The new school building will be complete, and Inclusion Experts
will train teachers by September 2021. The organization will have the necessary resources and
trained support staff by the opening of the school.

Stakeholder Group Goal
By September 2021, the teachers who have undergone training will all be prepared to work in an
inclusive school. Teachers will feel efficacious in their new classrooms with adequate resources
and support from specialists. Teachers will work collaboratively, forming partnerships between
the school and family.

20
Purpose of the Study and Research Questions
This study explores how teachers feel prepared and motivated to work in an inclusive
school, thus allowing them to implement inclusive education in Ukraine. Despite low salaries
and long hours, that has left faculty feeling unmotivated and with little time for training teachers’
to support disabled people in their country. While a complete analysis would focus on all
stakeholders, the stakeholder group focused on this analysis are the classroom teachers for
practical purposes. The study will focus on teachers' knowledge, motivation, and organizational
influences related to implementing inclusive education. The study will also look at best practices
associated with helping children with disabilities integrate into their community.
As such, the research questions guiding this study are as follows:
1. What knowledge do teachers need to implement inclusive education in Ukraine
effectively?
2. What motivation and organizational support do teachers need to work with children with
mental or physical disabilities?
3. What solutions can be offered to best support teachers to provide an inclusive education
in Ukraine?
Overview of Theoretical and Methodological Framework
This study will rely on Clark and Estes (2008) gap analysis framework of knowledge and
skills, motivation, and organizational barriers to evaluate teachers’ performance within this
organization. Assumed knowledge, motivation, and organizational influences that impact
teachers’ abilities to work in an inclusive school environment will be generated based on
context-specific and general learning, motivation, and organizational theory. The Clark & Estes
(2008) framework will examine the following types of knowledge: factual, procedural,

21
conceptual, and metacognitive (Krathwohl, 2002). Organizational influences will need to
consider how Ukrainian culture's decision-making skills often lead to potential conflicts since
there is little collaboration among teachers in making important decisions (Gallimore &
Goldenberg, 2001). Also, Critical Disability Theory (1937) will be used as an overlay to help
identify the influences on the provision of inclusive education in Ukraine and how this society
has denied inclusion to people with disabilities (Hall, 2019; Minich, 2016; Reaume, 2014). The
researcher will explore these influences via a mixed-methods framework providing qualitative
and quantitative data. Specifically, qualitative data will be gathered via individual interviews,
while teacher surveys will provide quantitative data.
Definitions
CRITICAL DISABILITY THEORY (Horkheimer, 1937): Disability is a question of politics and
power(lessness) (Hall, 2019).
DEFECTOLOGY: Vygotsky (1993) used this term to refer to any mental or physical disabilities.
He argued that the absence of sight is “not merely a defect, a minus, a weakness, but in some
sense is also the source of manifestations of abilities, a plus, a strength” (Smagorinsky, 2012,
p.10).
INCLUSIVE EDUCATION: Inclusive education represents access to education for all students
regardless of their disability. Inclusion is new for Ukraine, where the overall percentage of
students benefitting from an inclusive environment is as low as 7% (Matviyishyn, 2019).
POST- SOVIET: refers to events since the collapse of the former Soviet Union in 1991.
SOVIET RULE: A highly authoritarian style of ruling a country where education for children
with disabilities remained severely restrictive and controversial. The Soviets ruled Ukraine for
70 years until the regime collapsed in 1991.

22
STIGMATIZATION: Vast numbers of disabled children were institutionalized because of
stigmatization. They were labeled as “invalids,” emphasizing their diversity and deficiencies
(Phillips, 2011).
NEW UKRAINIAN SCHOOL REFORMS (NUS): The New Ukrainian School Concept
(Hrynevych, 2016) aims at making governmental changes by 2029 with the hope of providing an
inclusive education for all children regardless of their unique needs.
SPECIAL EDUCATION NEEDS (SEN): Special Educational Needs affect students’ behavior,
learning, attention, socializing, or physical needs (Sobel, 2018).
Organization of the Dissertation
This dissertation is organized into five separate chapters. Chapter One introduces the
school's mission, goals, stakeholders, and the framework used to conduct this project. The first
chapter provides the reader with the key concepts and terminology commonly found in
discussing inclusive education implementation. Chapter Two provides a review of the literature
surrounding this study’s scope, addressing teacher training, motivation, lack of resources,
funding, and stigmatization in Ukraine. Chapter Two also provides the tacit knowledge,
motivation, and organizational influences (Clark & Estes, 2008) affecting teachers’ ability to
implement inclusive education in Ukraine. The conceptual framework and the impact of the
Critical Disability Theory (1937) are discussed in Chapter Two. Chapter Three provides details
of the research methodology regarding the choice of participants, data collection, and analysis.
Chapter Four comprises the data assessment and the analysis of all critical findings, while
Chapter Five provides recommendations for implementing inclusive education and possible
suggestions for future research and practice.

23
Chapter Two: Review of the Literature
The following literature review presents research findings on inclusion in Ukraine while
shedding light on challenges that make it difficult for teachers to implement inclusive education
successfully. Ukrainian education’s historical background helps determine why inclusive
education in Ukraine is unequal to Western countries. The conceptual framework guiding this
research utilizes a gap analysis (Clark & Estes, 2008), which examines knowledge, motivation,
and organization (KMO) influences that may be impacting the goal of inclusive education for
children in Ukraine. The Critical Disability Theory (Horkheimer, 1937), a framework explaining
disability as a question of politics and power rather than a question of medicine or health, also
helps examine the experience of people with disabilities in Ukraine (Gillies, 2014; Hall, 2019;
Sleeter, 2010). This review synthesizes findings of challenges experienced by Ukrainian teachers
with mentally or physically disabled students, often based on their cultural view of stigmatization
(Bondar, 2014; Phillips, 2012).
This literature review focuses on major topics that emerged from the review process:
● History of Soviet rule in Ukraine and the Impact on Children with Disabilities
● Segregation of those with Disabilities
● The New Ukrainian School (NUS)
● Partnerships
● Characteristics of the stakeholders
● Best practices in inclusive schools
An explanation of Clark & Estes (2008) views on knowledge, motivation, and organizational
influences will look at inclusion in Ukraine from the teachers’ perspective. Critical Disability
Theory (1937) also plays a role in the lack of inclusive education in Ukraine because people with

24
disabilities were confined to institutions by those in power (Fine, 2019; Hall, 2019; Reaume,
2014). Society views people with disabilities as having a complex collection of conditions, many
created by the social environment (Karanevych & Kutsa, 2018).
Historical Background to Ukrainian Education and Current Reforms
History of Soviet Rule in Ukraine and the Impact on Children with Disabilities
It is essential to realize that Ukraine’s history provides a necessary frame of reference for
understanding barriers to inclusion from pre and post-Soviet Ukraine (Bondar, 2014; Phillips,
2011). Bordering the Black Sea, Ukraine is located in eastern Europe and is the second-largest
country in Europe, linking Europe and Asia (see Appendix A). The population consists of
approximately 45 million people, with Kyiv being the country's capital. Poland, Romania, and
Moldova are in the West, and Russia is on its eastern border. Ukraine comes from the word
“borderland” and served as a “border between the communist and capitalist social orders in
Europe, between the Soviet Union and its European satellites, and between Russia and the
European Union” (Yekelchyk, 2007, p. 4). Ukraine inherited a Soviet framework after seven
decades of Soviet rule, which ended in 1991. For the most part, the transition from a communist
model to capitalism has been a tumultuous journey for Ukraine, failing to improve Ukrainians’
lives (Kuzio,1998; Loreman et al., 2016). Ukraine’s difficulties stem from its Soviet history with
modern politics (Kutsyuruba, 2016).
Restructuring the old Soviet education model into a more progressive model has “been
sluggish and fraught with tension, resistance, and setbacks” (Raver, 2007, p.32) since the
Soviet-style of stigmatization against people with mental and physical challenges still exist
(Kolupayeva, 2016; Mathews et al., 2015; Phillips, 2010). The economic situation, state policies,
and Soviet-style attitudes led to marginalizing and segregating people with disabilities. Before

25
the collapse of the Soviet Union, there was a growing awareness that Ukraine failed to
acknowledge and support the needs of children with disabilities (Raver, 2007). Government
policies and the struggling economy inhibited Ukrainian special education (Danilavichute,
Kolupayeva, & Taranchenko, 2014). During Soviet rule, children with disorders such as autism,
Down Syndrome, cerebral palsy, visual and speech difficulties, or physical difficulties were
labeled as “non-educable” and removed from the education system (Kolupayeva, Loreman &
Taranchenko, 2016). In contrast, supporting people with disabilities in Ukraine has been
associated with the country's values, socio-economic standing, and educational policies
(Talanchuk, 2014). Thus, just as international inclusive education was conceptualized over the
past twenty years, it is the hope for Ukrainian educators to move towards more inclusive
education that meets the needs of all children within regular classrooms (Forlin, 2009;
Kolupayeva, 2004; Loreman, 2010; Sharma, 2013).
Military intervention by Russia in 2014 was too costly to Ukraine's economy and led to
severe financial and social issues for the Ukrainian people, with many being left homeless and
jobless (Burlaka, Khvorova, Nickelsen, Serdiuk & Tkach, 2018). As a result, many families left
their children in state orphanages after exposure to traumatic events. The number of people with
disabilities grew as war veterans returned, shaken from psychological distress (Balakireva, 2016;
Burlaka, Churakova, Aavik, & Goldstein, 2014). According to Ukrainians, mental illness is seen
as a weakness and as an embarrassment for the family. Ukrainians turned to drugs and alcohol as
they were afraid to seek help. Political life impacted family life and led to poverty and limited
education, which affected parenting (Burlaka, Churakova, Aavik, & Goldstein, 2014). Due to a
high divorce rate in the country, many single mothers raise their children (Tyldum, 2015).

26
The collapse of the Soviet era provided educators the opportunity to examine the
education system in Ukraine and look at the reasons for the lack of inclusive education
(Kutsyuruba, 2011). Nevertheless, even during the period following Soviet rule in Ukraine,
education for children with disabilities has remained severely restrictive and controversial.
Furthermore, there is little differentiation and minimal integration for these children, alienating
them from society (Kutsyuruba, 2011). Children with mental or physical handicaps are excluded
from the Ukrainian education system and sent to specialized institutions. Little change has
evolved since Soviet times, which came to an end in 1991 (Phillips, 2009).
The Concept of Inclusive Education Development (2010) marked the beginning of
educational policy changes concerning special education at Ukraine’s legislative level (Gonchar
et al., 2019). Inclusive education requires schools to adopt new pedagogical processes and
develop an individual learning approach for each child (Gonchar et al., 2019; Loreman, 2016).
Research conducted by Gonchar et al. (2019) in eastern Ukraine highlighted the importance of
supporting and encouraging every student's individuality. Still, despite the efforts of educators,
academics, and government representatives, inclusive education in Ukraine has not yet managed
to accomplish its goals of inclusion for children with disabilities (Khanzeruk, 2016; Kolypayeva,
2016; Kutsyuruba, 2011).
Ukraine's institutional care system for orphans reflects Russian beliefs and values. These
institutions wanted to produce compliant children with a strong work ethic and respect for
authority (Dobrova-Krol & van IJzendoorn, 2017; Gorshkova, 1995). Typical of former Soviet
countries, society believed that Ukrainian institutions were laboratories for rearing children who
belonged to the state and not to their parents. Their goal was to create citizens loyal to the state.

27
Children with disabilities were placed in boarding schools/ internats, separating them from
children who were “educable” (Dobrova-Krol & van IJzendoorn, 2017).
One of the most significant barriers to change toward more inclusive education in
Ukraine is that Ukrainian teachers lack specialized training for inclusive education (Sofiy,
Svarnyk, & Trohanis, 2006). There are limited opportunities for teachers to learn these skills.
Simultaneously, the public's sentiment towards those with disabilities ranges from “sharp
discomfort and strong resistance to ambiguous feelings about the feasibility of integration”
(Raver, 2007, p.34). However, international human rights conventions have drawn national
attention to integrating and including all children with disabilities rather than separating them as
they were during Soviet times (Bondar, 2014; Kolupayeva, 2016; Loreman et al., 2016). As of
yet, inclusive education still does not fully exist in Ukraine. As a consequence of slow reforms,
corruption, and low teacher salaries, the overall quality of teaching has deteriorated (Hrynevych,
2015; Kukharchuk, Kovrigina, & Kalinin, 2018).
On the other hand, research indicates that since 1991, Ukraine has struggled to revamp
the previous Soviet-style education (Bondar, 2004; Dobrova-Krol & van IJzendoorn, 2017;
Kolupayeva, 2016; Raver, 2007). Many Ukrainians still hold onto promises from the Orange
Revolution (2004), and President Yushenko's declaration that the government would seek to
conform with European values and standards (Bernado & Silber, 2005; Raver, 2007). Ukraine
ratified the UN Convention on the Right of the Child in 1991, which created an awareness of the
public's attitudes toward those with disabilities and indicated Ukraine was ready to start
educational reforms to align with international standards (Bondar, 2014; Ivanyuk, 2007). The
Supreme Rada (the legislative branch of the Ukrainian government) passed laws similar to
European standards, recognizing everyone is entitled to an education and that secondary

28
education is compulsory (Bondar, 2014). Non-governmental organizations promoted positive
changes by introducing new terminology such as “children with limited abilities” in place of
“mentally defective” (Ivanyuk, 2007). However, given the massive size of the Ukrainian
educational system, which must accommodate more than six million children, reforming this
system has been slow (Loreman et al., 2016).
The topic of inclusion remains very heated because of limitations in funding, policy, and
pedagogy. Inclusive education gives each student the possibility to integrate into academic and
social life fully. Although inclusion and integration are terms synonymously used, inclusion does
not require the student to adapt to the educational system (Balashova, 2017). According to Raver
(2007), there is still much debate over whether American or European inclusion models are
appropriate for Ukraine. The hope is that Ukraine will create a model for other Former Soviet
Union (FSU) countries to observe, learn, and make the same necessary changes to integrate
children with disabilities. Before accomplishing this, Ukraine has to find ways to overcome the
barriers that isolate those with disabilities.
Segregation of those with Disabilities
Despite most countries closing institutions for children with disabilities, Ukraine
continues to rebuild institutions that violate children’s fundamental human rights (Mathews et al.,
2015; Dobrova-Krol, 2017). According to Dubkovetska, Budnyk & Sydoriv (2016), there “were
151.1 thousand children with disabilities in Ukraine in January 2015” (p. 9). However, experts in
this field believe the actual number of disabled children is far higher than reported. Deep-rooted
prejudices have remained powerful obstacles preventing inclusive education from moving ahead
(Hughes & Talbott, 2017). It is crucial, therefore, to change Ukrainian attitudes towards people
with disabilities because the population of children with disabilities continues to grow, and many

29
of these children remain institutionalized without their parents’ consent (Bondar, 2014;
Dobrova-Krol & van IJzendoorn, 2017; Budnyk, Dubkovetska, & Sydoriv, 2016). Parents who
have attempted to raise their children at home have encountered financial difficulties with
professional services being unaffordable for families living on a disability allowance of 40 Euros
per month (OHCHR, 2015).
Researchers have attempted to understand what contributes to children’s stereotypes with
mental and physical disabilities (Bondar, 2014). The Institute of Special Education of NAES of
Ukraine is the leading national scientific institution to define exceptional education development
and research issues of children with special needs. This research suggests that one of the most
significant obstacles preventing inclusive education and leading to discrimination is existing
cultural stereotypes about people with disabilities (Nosenko et al., 2016). A survey conducted in
2014, for example, indicated that parents, teachers, and administrators were still uncomfortable
accepting disabled children into regular classrooms, with only 47% believing inclusion was
positive for these children (Budnyk, Dubkovetska, & Sydoriv, 2016).
Abuse in Institutions
Compelling evidence from investigations into 33 Ukrainian institutions by Disability
Rights International (Mathews et al., 2015) revealed that disabled children suffer restraint,
emotional and physical pain, trafficking, sexual abuse, and forced abortions and sterilization. As
a result of institutions being in remote areas with limited access to the public, many Ukrainians
are unaware of their existence. Limited state statistics about children with disabilities exist due to
the institutions' approaches to keeping records (Rotatori et al., 2014).
Researchers assessed child abuse in six Eastern European countries (Poland, Lithuania,
Ukraine, Moldova, Bulgaria, Latvia) where children suffered extreme emotional and physical

30
pain (Mathews et al., 2015; Wojcik and Wlodarczyk, 2013). Surveys and interviews conducted
across six countries had sample sizes ranging from 500 to 1000 people over 15. Of these
respondents, 48% declared that sexual abuse occurs more frequently in Ukraine. Respondents
also noted that the absence of parental care in Ukraine was as high as 47% (Wojcik and
Wlodarczyk, 2013. Disabled children with behavioral problems in Ukraine were subjected to the
most abusive treatment, sedated, and tied to their wheelchairs with minimal human contact (van
IJzendoorn et al., 2011). Caregivers impregnated young disabled girls, who receive limited
health care during their pregnancies (van IJzendoorn et al., 2011). Additionally, the HIV
epidemic in Ukraine reports being one of the most widespread in Eastern Europe, which raises
grave concerns for children with disabilities who are sexually abused (Mathews et al., 2015). For
the most part, researchers identified society’s attitudes towards people with disabilities were
addressed and noted that gender issues were a crucial factor because research indicates that more
girls experience sexual violence (Sajkowska, 2007; Budnyk, 2019; Wójcik and Włodarczyk,
2013).
Ukrainian children are institutionalized for various reasons, including being orphans or
being shunned by society due to their disabilities. The Presidential Commissioner for Children's
Rights (2016) reported that institutions house 104,000 children in Ukraine. Every three days, one
child dies due to accidents or illness (Dobrova-Krol & van IJzendoorn, 2017). According to
Talanchuk (2015), attempting to strengthen the international image and perception of Ukraine by
excluding the disabled is no longer an option. According to Talanchuk (2015), compelling
evidence points to the adverse effects of this institutional care on children’s overall development.
And, since children with disabilities receive no training to enable them to live independently,
many remain institutionalized for their entire lives.

31
Given these points, it is obvious that children will suffer psychologically and physically
from the harsh effects of their living conditions. Ukraine inherited State-run institutions from the
time of Soviet rule. Children in these institutions are deprived of parental care from birth until
they are young adults. According to Philipps (2011), labels attached to these children include
“invalids,” and their teachers are called “defectologists,” emphasizing their diversity and
deficiencies. Compelling evidence from investigations into 33 Ukrainian institutions by
Disability Rights International (Mathews et al., 2015) revealed that disabled children suffer
restraint, emotional and physical pain, trafficking, sexual abuse, and forced abortions and
sterilization. As a result of institutions being in remote areas with limited access to the public,
many Ukrainians are unaware of their existence. (Smagorinsky, 2012). He created a concept
called “the deficient child” (Phillips, 2011; Vygotsky, 2012) and classified and labeled children
based on their functional level:
● 0- no disability
● 1-2 - mild intellectual disability
● 3-4- moderate to severe disability
Vygotsky believed that children with disabilities are qualitatively different and should not
develop the same knowledge and social skills as children who are “normal” (Smagorinsky, 2012;
Vik & Somby, 2018). Children with disabilities should not be measured against quantitative
measurements since this just creates a more significant gap between those with disabilities and
those with no disabilities (Smagorinsky, 2012). We should not focus on what the child cannot do
and try to make them fit into a “normal” environment (Smagorinsky, 2012; Vik & Somby, 2018).
Vygotsky’s perspective on defectology was to develop a “positive differential approach”
regarding the child's difficulties (Vik & Somby, p. 94, 2018).

32
Additionally, research suggests that Ukrainian institutions are known for their high
child-caregiver ratios and frequent caregiver turnover. By the age of three, children have often
been exposed to 50 different caregivers (Dobrova-Krol & Van IJzendoorn, 2017; Mathews et al.,
2015). The regimented daily schedule revolves around sleeping, eating, hygiene, and minimal
play activities. Clothing is donated, while meals are high in carbohydrates with little protein.
Children with significant disabilities endure “severe emotional and physical pain, restraint,
seclusion, forced abortions and sterilization, sexual abuse and trafficking” (Dobrova-Krol & van
IJzendoorn, 2017, p. 9).
Disability Rights International conducted a three-year investigation into 33 Ukrainian
institutions, which revealed extensive abuse and maltreatment in these institutions (Balakireva et
al., 2010). This maltreatment leads to a life of alienation, negligible opportunities for
socialization, and no opportunities to prepare for life outside these institutions. Balakireva's
survey of 312 care-leavers aged 16-18 confirmed their feelings of social exclusion,
homelessness, and stigmatization that they experienced (Balakireva et al., 2010). Lessons
provided are often outdated, leaving these children far behind, and since many leave when they
are 16, they lack many necessary skills to conduct independent and successful lives. Thus, after
leaving the institution, many young adults end up in criminal activities or prostitution. Despite
the hardships endured in these institutions, residents feel guilty for surviving at the State's
expense (Dobrova-Krol & van IJzendoorn, 2017; Phillips, 2011).
Current terms most frequently used to describe children with disabilities are: “person
with special needs,” “person with functional limitations,” “person with limited capacity,” “person
with developmental disabilities,” and “disabled person” (Karanevych & Kutsa, 2018). No
commonly accepted term for these children exists, but the words “invalid” and “defekt” are no

33
longer considered appropriate (Karanevych & Kutsa, 2018). Fortunately, Ukraine has started to
introduce educational reforms that bring hope to people with disabilities. The country is now
gradually leaning towards foster care instead of institutionalizing these children (Karanevych &
Kutsa, 2018). Some educators are excited about the change these reforms will bring, while others
are concerned that reforms have not been well-planned or thought through (Karanevych & Kutsa,
2018). For Ukraine, inclusive education is still a “pedagogical innovation” (Berehova, 2020).
However, international educational leaders’ expertise and experience have provided a valuable
resource for creating a new unique education model in Ukraine.
Ukrainian Reforms to Education
According to the Salamanca Statement and Framework for Action (UNESCO,1994):
“The fundamental principle of the inclusive school is that all children should learn together,
wherever possible, regardless of any difficulties or differences they may have. Inclusive schools
must recognize and respond to their students’ diverse needs, accommodating both different styles
and rates of learning and ensuring quality education to all through appropriate curricular,
organizational arrangements, teaching strategies, resource use, and partnership with their
communities. There should be a continuum of special needs encountered in every school.”
This statement is an essential document for special needs because it endorsed inclusive
education and continues to influence policies and practices worldwide (Ainscow, Slee, & Best,
2019). It is essential to know what inclusion is not to be able to understand what it is. Placing
children in special classes could be considered integration, but this is not inclusion (Ivanyuk,
2007). Integration does not always lead to optimal learning conditions and may reduce the
students’ motivation, while inclusion focuses on all children’s individual needs within that
classroom. Inclusion and mainstreaming both place students in the least restrictive environment,

34
but inclusion attempts to “include a variety of students with disabilities, including students with
severe disabilities, in a general education setting with an opportunity to participate in curricular
and non-curricular activities” (Alquraini & Gut, 2012, p. 45). Inclusion is only successful if
students receive a quality education, despite challenges for teachers modifying and
accommodating students with disabilities (Alquraini & Gut, 2012).
Unfortunately, inclusion has not historically been a priority in Ukrainian educational
policy. In 2003-2004, several international foundations conducted a project on “Creating Centers
of Excellence for Inclusive Education of Children with Disabilities in Mainstream Schools”
(Ivanyuk, 2007). Researchers evaluated ten educational institutions in Ukraine with 54 disabled
children, 45 parents of disabled children, 892 parents of children without disabilities, 58 regular
teachers, and 31 inclusive teachers. This project revealed that all children benefitted by learning
to be more open to each other, improving their relationships with their peers, and becoming more
interested in educational activities (Ivanyuk, 2007). Since the time of that study, Ukraine has not
conducted similar research, nor has it systematically promoted inclusion initiatives. Overcoming
obstacles remains mostly the Ministry of Education’s responsibility since the state must approve
changes and reforms.
At the same time, inclusion in Ukraine has been propelled forward by international
organizations such as the UN Declaration of the Rights of the Child, the UN Declaration of the
Rights of Persons with Disabilities, the Salamanca Statement, the Framework for Action on
Special Needs Education, and the Standard Rules on the Equalization of Opportunities for
Persons with Disabilities (Mathews et al., 2015). Ukraine continues to need to plan how to
transition from institutional care to a country that takes care of its people with disabilities and
encourages inclusion (Mathews et al., 2015). Ukrainian society is slowly transforming its

35
attitudes towards providing appropriate care for disabled people and helping them to integrate
into society (Fudorova, 2012). It will take Ukrainian society much time to abandon its cultural
prejudices and acknowledge the needs of people with disabilities (Talanchuk, 2015), a goal that
the New Ukrainian School reform hopes to achieve.
New Ukrainian School
After much dialogue, the Ukrainian Ministry of Education and Science published
Conceptual Principles for School Reform in August 2016. These principles focused on:
● Pedagogy of partnership
● Readiness for innovation
● New standards and learning outcomes
● The school and teacher autonomy
● Education funding
Today's Ukrainian schooling focuses on too many subjects without providing students the
necessary skills to succeed as Generation Y and Generation Z (NUS, 2016). Until now,
Ukrainian students have taken 20 subjects per year, including several languages. Students may be
able to regurgitate vast quantities of content but cannot solve fundamental problems (Hrynevych,
2015). Ukraine's new educational standards took over three years of dialogue to reach
agreements and became known as the New Ukrainian School (NUS). Implementing these
standards will be staggered over three phases (Sondergaard, 2018), with the final phase being
implemented by 2029. Several Ukrainian education problems have been highlighted, such as
outdated teaching methods, demoralized and unmotivated teachers, and a growing digital
distance between teachers and students. A significant part of the envisaged reform is providing

36
an inclusive education for all children with special needs, providing them with quality education
(Kalinin, Kovrigina & Kukharchuk, 2018) as implicit in this goal:
“A goal of the complete general secondary education is comprehensive development,
education, and formation of individuals who perceive themselves as citizens of Ukraine,
capable of living in the society and interacting with nature in a civilized way, aspire for
self-perfection and life-long study, are ready for a conscious life choice and
self-fulfillment, labor activities and community involvement.”
(The New Draft Framework Education Law of Ukraine - Article 12)
NUS intends to focus on the learner-centered education model, taking all children's
abilities, needs, and interests into account (V. Kremen, President of National Academy of
Pedagogical Science, Ukraine). School psychologists will help to map an optimal plan for special
needs students. Finally, the school encourages an atmosphere of kindness, trust, mutual respect,
and support (Dovbnya, 2018; Mezentseva, 2018). The NUS will be introduced over three phases,
beginning from 2016, and the first NUS student should enter Grade 12 by 2029. Improvements
anticipated during the first phase of this educational reform are already evident, with the quality
of education expected to gradually improve over time. School # 141, the focus of this research,
plans to introduce inclusive education by September 2021 in three phases that include:
Phase 1 (2016- 2018)
● Developing action plans to implement the NUS
● Adopting the New law of Ukraine about Education
● Teacher professional development

37
● Creating new textbooks and resources
● Creating a system for educational statistics and analysis
● Participating in PISA (Program for International Student Assessment) in 2018
● Developing online education
● De-bureaucratization of schools
● Aligning the school system with European standards so that students graduate in Grade
12 and not in Grade 11
Phase 2 (2019- 2022)
● Developing competency-based standards for secondary schools
● Students will be able to choose subjects, but not more than 8 per year (they currently
study 20 subjects per school year)
● Formulating new professional development for teachers and administrators
● Creating centers for independent teacher certification
● Developing foreign languages offered at schools
● Developing vocational education centers
● Creating an independent assessment of educational outcomes
Phase 3 (2023-2029)
● Forming a network of institutions for profession-oriented schools
● Creating a separate evaluation for high school students
● The first New School Grade 12 (2029)
Above all, the NUS will encourage inclusive education, where students requiring
facilities for their needs will learn in the same classroom as their peers (Nychkalo, 2017).
Individual development programs will be introduced to these students for the first time, including

38
rehabilitation, psychological support, and educational tools to help them be successful. The State
will provide funding for these inclusive programs. While these reforms are ambitious, there is an
acknowledgment of the need to minimize central authority and to use resources in more
appropriate ways (Sondergaard, 2018).
For the NUS, the aim is that public funding will be allocated transparently so that the
state and the community are fully aware of how money is being spent on education. Teacher
salaries, new resources, and professional development will all be paid for by the state (Lokshyna,
2018; Nychkalo, 2017; Shchudlo et al., 2018). The New Ukrainian School will be supported by
the dissemination of e-textbooks and e-courses for both teachers and students. Grants and
subsidies are expected to encourage accessibility to quality education, regardless of the region
where the students live. Teachers will receive an increase in their salaries to improve their
motivation and to encourage the community to value the teaching profession (Bondar, 2014).
Money will be provided by the state for inclusive education so that children with special needs
will hopefully be treated equally with other children.
Ever since gaining independence from the Soviet Union in 1991, Ukraine's educational
institutions have suffered from dire economic conditions (Lokshyna, 2018). Educational
supplies, including computers, paper, writing equipment, and educational toys, are often in short
supply (Shchudlo et al., 2018). Teachers create their learning materials, as many of the textbooks
are outdated. Despite all of these obstacles, the government has guaranteed equal access to a
quality education so that schools do not reproduce the “poverty ladder” (New Draft Framework
Education Law of Ukraine). Vorotnykova (2019) conducted a study of 352 students, 296
teachers, and 357 parents, which concluded that most teachers are ready to use e-textbooks,
e-tutorials, and electronic educational means. The Ukrainian state educational policy is expected

39
to contribute to digital pedagogy and electronic educational resources (Shestakevych et al.,
2019). The NUS reforms introduction mandates that new textbooks, the development of a digital
e-learning platform, professional development, appropriate school furniture, learning resources,
and computers will need to be provided (World Bank, 2018). With this in mind, partnerships
must be established between the school and families to support these educational aspirations.
Partnerships
One of the five areas that gained tremendous attention in forming the NUS was Pedagogy
of Partnerships, which is based on open communication, cooperation, and collaboration among
the school, parents, and teachers (Hrynevych, 2015; World Bank, 2018). Ukrainian teachers are
not used to working in a collaborative style, and some might feel threatened by having to work
with a team of specialists to support children with special needs (Loreman et al., 2016;
Kutsyuruba, 2013, Tokaruk, 2015). According to the NUS, the hope is that teachers will be
viewed as a friend of the family, who helps to construct the child’s educational trajectory (NUS,
2016). The aim is for parents and teachers to learn to communicate for the child's best interests
and follow these principles for this new approach (Kutsyuruba, 2013; Tokaruk, 2015):
● respect
● positive attitudes
● confidence in these relationships
● dialogue
● interaction
● distributed leadership
The school will take on the responsibility of initiating and encouraging these new relationships
so that parents consider the school an ally. This may include providing training for parents on

40
how best to deal with their child's challenges so that parents can feel more knowledgeable, and
supported by the school, ending the previous authoritarian style of communication from the
school (Kutsyuruba, 2016). These changes recognize that it is not enough to simply place
children with special needs in regular classrooms, hoping for a good outcome.
However, there are many aspects to consider in this triangular relationship of
student-teacher-parents, such as the appropriate balance of rights, responsibilities, and
obligations (Hrynevych, 2015). More freedom will be granted to teachers to develop their own
curriculum and attend courses and conferences. Professional development will be diversified
and teachers will have choices. The best outcomes for inclusive education will only be possible
when parents and teachers work together to overcome barriers preventing successful inclusion,
including prevailing attitudes towards children with disabilities and negative perceptions of the
teaching profession before the organization can realize this. The NUS hopes to change and instill
a new Ukrainian identity that respects human rights, fairness, diversity, and the “wellbeing of the
nation and the whole of humankind” (NUS, 2016, p.19).
Barriers Preventing Inclusive Education
Prevailing Attitudes
To introduce inclusive education and monitor the results, it is essential to inform the
public and eliminate enduring myths and prejudices about children with disabilities. By
promoting positive images of disabled people in society, Ukrainians may be able to overcome the
current stigmatization. Inclusive education will provide safer and healthier environments for
disabled children (Dubkovetska, 2016; Leonard, 2015) when an atmosphere of tolerance and
respect exists in schools. Cultural issues remain a deterrent in integrating children with diverse
needs in Ukraine, where they are still ostracized and condemned to a life of neglect and abuse in

41
institutions (Mathews et al., 2015). Prevailing attitudes towards people with disabilities among
administrators, teachers, and parents are deeply rooted in their culture and are extremely hard to
change (Fimyar, 2008).
Critical Disability Theory (CDT) suggests that “disability is not fundamentally a question
of medicine or health, nor is it just an issue of sensitivity and compassion; rather, it is a question
of politics and power(lessness), power over, and power to” (Devlin & Pothier, 2006, p. 2).
Therefore, achieving equality for people with disabilities is a political and power-dependent issue
since those with disabilities are oppressed, and their human rights are infringed upon (Devlin &
Pothier, 2006; Gillies, 2014; Nikolova, 2012). Social conditions lead to the stigmatization of
people with disabilities. Hence CDT analyzes disability in the light of a country's culture, history,
political and social phenomenon (Gillies, 2014; Hall, 2019; Schalk, 2017). CDT seeks to focus
on inclusion and to “weave disabled people back into the fabric of society…as full citizens
whose rights and privileges are intact, whose history and contributions are recorded, and whose
often distorted representations in art, literature, film, theater, and other forms of artistic
expression are fully analyzed” (Linton, 2005, p. 518). Social structure determines disabled
people's opportunities and resources, and society must make sure that resources are fairly
allocated without disadvantaging disabled people (Fine, 2019; Gillies, 2014; Vehmas & Watson,
2013). The main focus of CDT is to prevent and challenge the disadvantages experienced by
disabled people because they are excluded and segregated by the society they live in (Hall, 2019;
Goodley et al., 2019; Vehmas & Watson, 2014).
CDT is a valuable framework for understanding the prevailing attitudes toward those
with disabilities in Ukraine. The population of children with disabilities is growing and
conditions in these schools continue to deteriorate. van IJzendoorn et al. (2011) stress that not

42
enough data is available to help the country progress towards inclusion and more humane
treatment of disabled children. Progress is further hampered as families cannot afford to take care
of their disabled children. As a result, parents are often forced to give their children to
institutions, where they spend a large part of the day without any human interaction
(Dobrova-Krol & van IJzendoorn, 2017). Social conditions and poor quality of life remain
primarily unrecognized by non-disabled people (Hall, 2019; Minich, 2016; Schalk, 2017).
Without a change in prevailing attitudes, institutions remain unsafe places where abuse and
neglect disrupt children's hope for a better future (Bondar, 2014; Dobrova-Krol, 2012).
Lack of Teacher Training
Ukrainian society is currently attempting to introduce inclusive education but not without
many unresolved issues facing faculty, specialists, and administrators (Belovolchenko, 2017;
Drachkovska, 2017; Dudar, 2017). In essence, it is essential to find the “gatekeepers” (Lewin,
1939), or teachers and administrators who will positively influence and motivate other teachers.
Since teachers have not been trained to work with children who have physical or mental
challenges, changes must meet the NUS requirements. Educational reforms cannot be
accomplished if teachers lack resources to support these children and their particular needs
within the classroom (Hrabovets, Kalashnikova, & Chernous, 2020).
At present, there are 40 colleges and 66 higher institutions to provide teacher education
programs in Ukraine, with the most highly rated being Dragomanov National Pedagogical
University (36 000 students), Ternopil Volodymyr Hnatiuk National University, Uman Pavlo
Tychyna State Pedagogical University, South Ukrainian Ushynsky National Pedagogical
University, and Kyiv Borys Hrinchenko University (Fedorchuk & Mykola, 2016). The Ministry
of Education and Science of Ukraine still controls teacher education, so changes in the training

43
and proper preparation of teachers need to be made at a level beyond government authority
(Picard & Kutsyurba, 2017). The new education paradigm requires teachers to develop a set of
skills that focus on a student-centered approach. Research skills, problem-solving skills, and the
ability to focus on self-reflection have not historically been the focus of training (Picard &
Kutsyuruba, 2017); such a holistic teacher education system is just in the process of being
developed (Fedorchuk & Mykola, 2016; Kovalchuk, 2015; Kutsyuruba, 2013). Teachers need to
develop pedagogical skills and be aware of their cultures’ shifting expectations while at the same
time feeling efficacious in their new role. This is only possible if teachers have funding and
resources available to accomplish their goals (Bondar, 2015; Dubkovetska, 2015).
Lack of Funding
The financing of education in Ukraine is necessary for reforming the educational system.
The provision of inclusive education depends on the Ukrainian government allocating resources
and adequate funding in a transparent manner (Loreman, 2016; Malyshko, Makarchuk, &
Horodnichenko, 2018). Inclusive education is capable of existing in an economically stable
country that can afford to mainstream its children who are disabled (Bondar, 2014). According to
Raver (2007), before Ukraine can effectively implement inclusive education, the country must
address its weak governmental policies, the public's negative attitudes, and the endemic lack of
funding.
Internal corruption and political reforms have affected the country’s economic standing
(Loreman et al., 2015). A 5-year collaboration between Canadian and Ukrainian educators noted
barriers related to funding. This became known as the Canadian International Development
Agency (CIDA) project, which focused on inclusive programs and policies. Conferences took
place in a few Ukrainian cities, where researchers surveyed focus groups to identify different

44
themes related to inclusion. The results highlighted current limitations and suggested future
directions and goals, including a new principle entitled, “money follows the child” (NUS, p. 27),
according to which the Ministry of Education should allocate money to support education for all
children with special needs in a transparent manner. Additionally, to implement inclusive
education, funding will be needed to adapt the physical environment to the needs of people with
disabilities.
Building Accessibility
Despite revisions made to the National Building Code to ensure accessibility to
educational institutions, the policy changes are not yet in practice (Dubkovetska, Budnyk,
Sydoriv, 2016; Kolypayeva, 2016; Raver, 2007). As a result, educational buildings do not have
“barrier-free” access for children in wheelchairs. Currently, only about 27% of higher education
and 8% of vocational education buildings have ramps for wheelchair access (Dubkovetska,
Budnyk & Sydoriv, 2016). Furthermore, safe and accessible transport for children in wheelchairs
still does not exist, and transporting children in wheelchairs to school is consequently not
possible (Dubkovetska, Budnyk & Sydoriv, 2016). This often causes those with disabilities to
feel alienated from their environment.
The lack of statistical data on children affected by mobility disability presents further
barriers. For example, individuals affected by the Chernobyl Nuclear Disaster (1986) should
have been included in the number of disabled people in Ukraine remain not fully accounted for
(Bridge, 2001). This population remains invisible due to the hegemonic discourse that fails to
recognize those with diverse needs (Phillips, 2010). Despite Ukrainian schools admitting
children with disabilities, this remains impractical as schools do not have wheelchair access,
teachers are untrained, and resources are unavailable. According to Hallahan et al. (2009),

45
“educating students with physical disabilities is not so much a matter of special instruction for
children with disabilities as it is of educating the nondisabled population.” (p. 514). New laws
now call for accessible transport, assigned parking spaces, and buildings that can accommodate
wheelchairs (Phillips, 2011).
Characteristics of Teachers in Ukraine
Status of Teachers in Ukraine
Since the collapse of the Soviet Union, teachers in Ukraine have lacked motivation for
their profession because Ukrainian society’s transformation was painful and filled with
instability for teachers (Kutsyuruba, 2011). Political and economic crises also impacted teachers’
feelings of being unappreciated in their profession. A study of 54 Ukrainian school teachers,
conducted by Kutsyurba (2011), suggested that school reforms harmed teachers’ well-being,
morale, and societal attitudes. Teachers lacked financial security, while society failed to
recognize teachers’ contributions to the younger generation (Khlebosolova, 2018; Kovalchuk,
2015; Kutsyuruba, 2011). As teachers in Ukraine attempted to survive financially, many took on
additional jobs after school. Teachers are public employees, who are required to work 36 hours
per week, which does not include hours of preparation (Kovalchuk, 2015). The school year
extends over 160-165 days, but many teachers tutor privately throughout the year to supplement
their income.
Lack of Respect for Their Profession. The voices of Ukrainian teachers affected by
recent educational reforms remain largely unheard (Kutsyuruba, 2016). Teachers have had to
perform menial tasks to help their organization’s functioning, with little time left for professional
development (Kutsyuruba, 2016). Students entering the teaching profession have lower scores
than those entering many other fields (Gresham & Ambasz, 2019), while not all will remain in

46
the teaching profession. Ukraine needs to improve the profession’s attractiveness by providing
incentives for those who have retired to remain out of the workforce so that new teachers can be
given the opportunities to bring about changes (Baluk et al., 2019, Gresham & Ambasz, 2019).
In a survey conducted by Shchudlo et al., (2018), 3600 Ukrainian teachers were surveyed, and
results indicated that one-third of the teachers felt that their profession was valued by society.
Many teachers have left the profession in Ukraine to seek more respected and lucrative jobs
because they do not feel that their profession is valued (Shchudlo et al., 2018).
According to Gresham & Ambasz (2019), the “teacher population in Ukraine is large,
with 25% over age 55, and approximately 15% working despite having formally retired” (p. 23).
Surveys conducted in Ukraine revealed that 84% of teachers are female, with the average years
of experience being approximately 21.7 (Shchudlo et al., 2018). With the lack of the younger
population choosing to pursue teaching, Ukraine continues to hire teachers who have reached
their retirement age. While these teachers compensate for the low intake and retention of
younger teachers (Kutsyuruba, 2011), they lack the skills and attributes to bring the needed
reforms to the classrooms.
Moreover, motivation influences how we choose to “work towards a goal; second,
persisting at it until it is achieved; and third, how much mental effort we invest in getting the job
done” (Clark & Estes, 2008, p. 44). Burnout is the direct opposite of engagement or “vigor,
dedication and absorption” (Schaufeli et al., 2006), which happens when too much is added to
the teachers’ expectations, and nothing is removed from their workload. According to Bakker
and Demerouti (2007), stressful jobs can negatively impact teachers’ health and lead to mental,
emotional, and physical stress.

47
Several studies have been conducted to determine why teacher burnout in Ukraine is an
acute problem and concluded that causes for this were depression, emotional exhaustion,
demotivation, and fear for those who lived close to the front-line conflict in the east of Ukraine,
accounted for the situation (Bianchi et al., 2015; Bogdanov et al., 2016). The research was
conducted to determine the degree of professional burnout among 81 teachers (Bogdanov et al.,
2016). The sample consisted of 41teachers who lived near the front line, and 40 teachers who
worked 60 km away from the border. Both groups experienced an equally high degree of burnout
caused by the fear of war, excessive amounts of work, uncertainty for their future, difficult
students, and ideological differences with students and their parents. Without emotional support
for these teachers, they cannot be expected to manage to support students with challenges.
Low Salaries. In high-performing education systems worldwide, the teaching profession
is sought after because of worthwhile incentives, possibilities for professional development,
flexible working hours and vacation time, and the fact that teaching is respected by communities
(World Bank, 2018). According to Stewart (2012), the best schools internationally are educating
students in innovative ways because the world is changing so quickly. Teachers need to focus on
a new curriculum, different ways to assess and instruct students, teach leadership skills and
technology (Stewart, 2012). In the same way that students are entitled to quality education,
teachers are entitled to decent wages (World Bank, 2018). In Ukraine, teachers’ low salaries have
resulted in an aging faculty with outdated methods of teaching. Consequently, low salaries and
long hours have deprived teachers of motivation and left them with little time for professional
training.
As stated by Smith (2015), “Pay is a crucial component of engagement because it’s not
just a number; it’s an emotional measure reflecting how valued an employee feels by their

48
employer” (Smith, 2015, p. 1). Teachers’ salaries in Ukraine vary from $200-300 per month,
notably and significantly lower than what a teacher earns in Europe. Teachers in Ukraine
currently earn approximately ten times less than teachers in western Europe, suggesting their
profession is not valued (OECD, 2017).
The overall teacher compensation package, noted that teachers have minimal vacation
time, few benefits, insufficient training, and outdated resources (Hunko et al., 2018). The
“Stavka system” responsible for organizing and compensating teachers' work, is not aligned
with the NUS expectations of teachers (Gresham & Ambasz, 2019). Without adjustments to this
system, the reforms being introduced will be undermined. According to Shchudlo et al. (2018),
Ukrainian teachers work 52.2 hours per week and do not have sufficient time management skills.
Teachers do not feel supported and, at the same time, experience tremendous pressure and
responsibility for their students’ learning.
Best Practices in Inclusive Schools
Teacher Preparation
The NUS requires teachers to become agents of change, but this goal can only be
achieved if they are well prepared (Budnyk, 2018; Matviienko, 2017; Nychkalo, 2017). Much
has to be accomplished to prepare teachers for this new role. Since 2014, teacher training has
introduced new courses under the heading of “Fundamentals of inclusive education,” which are
offered at the university level for teachers training to work in inclusive education. However, the
content of courses differs among the different institutions. One cannot conclude, therefore, that
this approach provides teachers with the readiness or competency to work in an inclusive
environment (Karenevych & Kutsa, 2018).

49
Schools will now be required to consider each student’s abilities, difficulties, interests,
and specific needs to ensure an inclusive environment. It is not enough for students to be “seated
in the back of the room, socially isolated from their classmates, taught primarily by
paraprofessionals, and without access to the general education curriculum” (Jorgensen &
Lambert, 2012, p. 22). There continues to be a concern that children with disabilities will
negatively affect other students in that classroom. However, research has indicated that teachers
who have a growth mindset towards inclusion can benefit all students within their classes (Baluk
et al., 2019; Sobel, 2019). Students benefit from students with difficulties by learning qualities of
patience, support, kindness, and caring.
Additionally, student assessment needs to be seen as a tool for measuring students’
progress rather than as a punishment or a way to rank students (Hrynevych, 2016). Creating a
more personalized educational system will help to improve educational outcomes. Therefore, it is
evident that teachers will need to put in a tremendous effort to understand their students’ needs,
assess them, and realize that parents have to fully participate in their child's education (Budnyk
& Sydoriv, 2019). While teachers will now have more freedom to create their materials to
support these students, they will need appraisal and feedback from administrators to become
aware of and improve their performance. Until now, feedback has mostly been provided based on
students' scores (Shchudlo et al., 2018). Teachers also require job satisfaction and recognition
from their community to feel they are making a difference for their students. Less focus on
students' standardized scores will help reduce pressure on teachers and enable them, instead, to
concentrate on helping their students to improve academically, socially, and emotionally.
Students with learning challenges must be provided with a personalized schedule and
classes that allow them to access the curriculum. To do so, teachers will need to learn to scaffold

50
and modify lessons for these students, and students may attend classes with different age groups
(Efthymiou & Kington, 2017). Students will need to work with their trained learning support
teachers in small groups to ensure that the Individual Education Plan (IEP) goals are met
(Cornelius & Balakrishnan, 2012). Research indicates that collecting data will help determine
how the school performs as a new inclusive school, with trained and motivated teachers prepared
to take on the challenges (Hrabovets et al., 2020).
Continuous Training for Inclusive Education
Indeed, for teachers who are new to inclusive education, it is necessary to set realistic
goals so that they do not burnout. Developing metacognition skills will also help teachers
monitor and regulate their lifelong learning (Medina, 2017). Without such self-regulatory
strategies, teachers will struggle to manage challenging students, a new curriculum, technology,
and accomplishing newly set goals. Modeling appropriate behaviors will help facilitate the
transfer of knowledge (Bandura, 1977), and Bloom's Taxonomy of Educational Objectives will
help teachers classify their educational goals, objectives, and standards (Krathwohl, 2002).
According to Medina et al. (2017), “If learners know what they know and do not know, they can
focus on acquiring the knowledge they are lacking” (p.1).
Self-efficacy is the foundation of human motivation, performance accomplishments, and
emotional wellbeing (Bandura, 2006). Above all, building teachers' confidence and helping them
feel efficacious is key to inclusive education. A high sense of self-efficacy, coupled with a
“growth mindset” (Dweck, 2008), will enable teachers to persist in tackling challenging tasks
and make it easier for them to adjust to these new challenges. Teachers’ mindsets need to be
malleable. They will be required to use modern technology and a new curriculum with students
who have disabilities, and teachers need to feel fully competent in doing so (Dweck, 2008).

51
Specifically, transfer is the key to training so that relevant changes can happen in the
classrooms for children with disabilities (Goldstein & Ford, 2002; Grossman & Salas, 2011).
Practice opportunities, setting goals, providing incentives, and offering feedback are necessary to
facilitate transfer (Grossman & Salas, 2011). Training teachers for this new and challenging role
needs to be continuous with regular follow-ups to ensure that teachers are applying their newly
learned skills (Burke, Kendall, Pierce & Salas, 2006). Of equal importance is that these changes
encourage teachers to pursue a career in teaching rather than leaving the profession.
Teacher/ Parent Collaboration
According to the NUS, a pedagogy of partnership encourages communication,
collaboration, and cooperation between teachers and students, and between teachers and parents.
Collaboration suggests working together in mutually supportive and beneficial relationships
(Kutsyuruba, 2008). Cultivating these new relationships will take time since pre-existing values
and beliefs will significantly impact developing collaboration between the school and parents.
Both parents and teachers need to focus on the same outcomes for the students while
simultaneously feeling equal and responsible. Decision-making must be shared with parents to
ensure that they feel they have contributed to guiding their child, and this also helps parents cope
with frustrations or failures. Without teacher collaboration, administrative support, and
professional development, Ukraine will not realize inclusive education (Alquraini & Gut, 2012).
Dialogue needs to move away from the authoritarian style that exists so that families see the
school and faculty as committed and supportive to help their child receive an optimal education.
Research conducted by Paseka and Schwab (2020) indicates that parents’ attitudes
towards and involvement in inclusion will determine the program’s success. Their study sampled
2000 parents in Germany to assess their attitudes towards inclusive education and found that

52
parents were more positive if they had children in inclusive classes. This means that parents need
positive attitudes to promote inclusion. Still, to successfully implement inclusive education, the
views of students, teachers, parents, and external professionals (psychologists, therapists,
physiotherapists, etc.) alike must be considered, and teachers must be valued for their role in
bringing about change in a positive atmosphere.
Benchmarking Other Schools
Teachers need to develop confidence in their ability to teach challenging students so that
they can write written reports giving feedback to parents and other specialists. It is also important
for teachers to develop tolerance and positive attitudes towards children with disabilities
(Bondar, 2014; Budnyk & Sydoriv, 2019). Since inclusive education does not exist in Ukraine, it
is important to look at other aspirational international inclusive schools in Europe, where
inclusive education provides success for their students. The objective of benchmarking is for an
organization “to understand its own activities, achievements and shortcomings through
comparison with peers” (Dowd, 2005, p.7). Benchmarking is a tool that can be used to enhance
the quality of inclusive education offered to new students while making teachers feel efficacious
in their practices. It enables the organization to look at other schools and determine how they use
teachers and resources to provide optimal education outcomes. According to Dowd (2015), there
are three types of benchmarking: Performance Benchmarking (peer-based), Diagnostic
Benchmarking (standards-based), and Process Benchmarking. Process Benchmarking is used to
measure outcomes, describe optimal academic conditions for students and teachers, and
describes “the optimal teaching strategies associated with those tasks and technologies adopted
to produce the specified outcomes” (Dowd, 2015. p. 6). By comparison, Process Benchmarking

53
is the most in-depth benchmarking and is therefore essential for documenting the successful
implementation of inclusive education.
Most European countries are increasing the proportion of students with special needs in
regular classrooms. Still success depends on the stakeholders and the particular challenges faced by
each country (Schwab, 2020), such as the difficulties which still exist in resolving problems of
inclusion for post- Soviet countries (Budnyk & Sydoriv, 2019). The importance of benchmarking
European schools that have been successful in providing inclusion will assist post-Soviet schools in
developing a framework of their own for inclusive education. It will also provide research that
demonstrates how children with disabilities have improved their attendance and achievement in
education. Benchmarking encourages teachers to look at aspirational schools and focus on setting
manageable goals.
Clark and Estes’ (2008) Gap Analytic Conceptual Framework
Clark & Estes (2008) gap analysis is an evidence-based framework that clarifies the
organization's goals and identifies performance gaps. This part of the literature review will identify
assumed teachers' knowledge and motivation needs to implement inclusive education in their
classrooms at ORT Educational Complex #141 (#141) in Ukraine. Once these factors have been
identified, organizational influences will also be assessed to examine any organizational barriers that
prevent teachers from achieving their goals. Clark and Estes (2008) suggest that the root causes of
performance gaps lie in knowledge (K), motivation (M), and organizational (O) factors (Clark &
Estes, 2008). The study’s goal is to identify both assets and weaknesses that impact teachers'
performance with regard to inclusive practices.
Assumed knowledge, motivation, and organizational influences (KMO) that impact teacher
capacity are generated based on context-specific literature, and general learning and motivation
literature. The gap analysis process includes defining goals, determining gaps, hypothesizing the

54
causes for gaps, validating these causes, generating and implementing solutions based on validated
causes, and evaluating the outcomes. Problems in organizations need to be understood before
changes can be introduced. Simply assuming the underlying causes of problems of practice
concerning knowledge and motivation, without thoroughly assessing them in an organization, will
lead to inappropriate solutions (Clark & Estes, 2008).
According to Picard and Kutsyuruba (2017), “professional development is dependent on
the culture of a school” (p.89). Ukrainian teachers at school #141 are fully informed about the
NUS and are fully engaged in any professional development they can receive. This “thick
culture” that exists at #141 is conducive to collaboration, engagement, and shared leadership
(Picard & Kutsyuruba, 2017). The professional development provided for teachers at #141 aims
to build a culture in which inclusive education can thrive. Teachers feel they are in a safe
environment where they can participate and engage with their colleagues on issues that have
never been discussed before. Feedback from teachers indicates that they are thoroughly enjoying
group discussions and engaging in learning activities.
Krathwohl (2002) defines four types of knowledge: factual, conceptual, procedural, and
metacognitive. Each is an indispensable element in helping teachers achieve their goal of being
prepared to work in an inclusive school and feel efficacious in their restructured learning
environment supported by adequate resources and support in this new environment. Since Ukrainian
teachers work under challenging conditions, it is crucial to also examine motivation by considering
their expectancy-value (Eccles & Wigfield, 2000) and self-efficacy (Bandura,1997), as will be
discussed below. Organizational tools, processes, and procedures (Clark & Estes, 2008) also inform
how the organization can optimize these teachers goals.
Below is a graphic representation of this framework that guides this study, followed by
assumed influences impacting teachers’ work in this new field of inclusive education. This

55
theoretical framework provides structure to the study and is the “anchor, for the literature review, and
most importantly, the methods and analysis” (Osanloo & Grant, 2016, p. 12). It is considered the
“blueprint” (Osanloo & Grant, 2016) for the research and demonstrates how ideas and concepts are
connected. This figure highlights the process used in gap analysis (Clark & Estes, 2008) to determine
the knowledge, motivation, and organizational gaps that may affect teachers’ performance in
inclusive education at school #141.
Figure 3
Gap Analysis

56
Stakeholder Knowledge, Motivation, and Organizational Influences
Knowledge and Skills Influences
This literature review focuses on knowledge-related influences pertinent to exploring
Ukrainian teachers’ competency in implementing inclusive education. It is important to examine
whether teachers’ have competent knowledge and requisite skills in working with children who
have mental and physical difficulties. There is currently a problem of insufficiently qualified and
knowledgeable teachers to work in inclusive environments in Ukraine (Dubkovetska, Budnyk,
Sydoriv, 2016). Factual knowledge describes the foundational knowledge teachers need
regarding understanding the historical context of inclusive education in Ukraine, and the
different types of challenges students with learning disabilities have in the classroom. Teachers
must fully understand specific terminology, definitions, and facts regarding dyslexia, dyscalculia,
ADHD, Down Syndrome, and autism. Conceptual knowledge is a teacher’s understanding of
cause and effects and is a pre-requisite for solving new problems within the classroom (Clark &
Estes, 2008).
To that end, current online teacher training at #141 focuses on a variety of challenging
scenarios with students, and teachers have the opportunity to brainstorm ideas for resolving these
situations. The goal is that teachers will transfer this knowledge when they return to classrooms
and have SEN (Special Education Needs) students. Factual and conceptual knowledge are
collectively known as declarative knowledge, suggesting that teachers can understand the
concepts and perform specific tasks (Krathwohl, 2002; Rueda, 2011). Procedural knowledge
ensures that teachers have gained the knowledge to understand the steps that must be taken to
resolve a difficult situation or help them reach their goals. It is self-evident that change cannot be

57
implemented in an organization without identifying the necessary knowledge and skills members
must possess or develop.
Finally, metacognitive knowledge is the ability to regulate cognitive processes and reflect
on how things could have been done differently (Krathwohl, 2002). “Metacognition is an
essential skill in critical thinking and self-regulated, lifelong learning” (Medina et al., 2017),
providing the capacity for teachers to be able to regulate their thinking and benefit their students
with challenges. Metacognition helps teachers to regulate their own emotions and this allows
them to create a positive classroom atmosphere where students are motivated. Children with
special needs are extremely vulnerable and need teachers with strong self-efficacy skills, who are
able to maintain a stress-free classroom environment (Gurney, 2018).
Despite special needs teachers often being at risk for burnout, they must maintain positive
attitudes and a happy, intentional classroom environment that is student-centered rather than
teacher-directed (Hoidn & Reusser, 2020). Thus, metacognition and collaboration with other
teachers is key to preventing stress and burnout (Galloway, 2018). It is important that teachers
become familiar with the four categories of knowledge to enable them to adapt their ways of
thinking and understanding while working with students in an inclusive classroom (Krathwohl,
2002). The following section will classify assumed knowledge needs for teachers at #141 in
Ukraine to reach their performance goals according to each type of knowledge.
Knowledge Influence 1: Factual Knowledge of the Historical Context of Inclusive
Education in Ukraine and School’s Goals to Address This Context. Teachers require factual
knowledge, or the knowledge of facts (Mayer, 2011), to recognize the historical context of
inclusive education in Ukraine to introduce reforms to meet the needs of people with disabilities.
Without this knowledge, teachers cannot work towards implementing change in their educational

58
system. Factual knowledge helps teachers to understand the segregation of people with
disabilities, the consequences, and why this system should change to benefit those with mental
and physical difficulties (Hughes & Talbott, 2017). In general, teachers in Ukraine do not have
this factual knowledge and have not been trained to bring about changes without support from
the state. To help address this, much time was spent in #141 with teachers and an outside
educator (March 2020) to rewrite the school's vision and mission statements. Teachers were
engaged in this process and provided with opportunities to reflect and offer their opinions.
Factual knowledge of the school's goals helps the teachers focus directly on what they are setting
out to accomplish.
Teachers will need to understand the variety of difficulties experienced by students and
the steps to be taken to ensure these students can access the curriculum effectively. Without
factual knowledge, teachers cannot predict or intervene early enough to address such obstacles.
Understanding students' needs will allow teachers to differentiate so that students can effectively
access the curriculum. Similarly, support teachers will need to work closely with classroom
teachers to understand study assignments in order to support their students optimally. Factual
knowledge assists teachers in setting realistic goals for their students.
Knowledge Influence 2: Procedural Knowledge of How to Implement Inclusive
Processes in Their Classroom. Procedural knowledge is understanding the process in order to
accomplish a task and this is the most critical knowledge necessary to meet performance
objectives. Teachers need skills and procedural knowledge to know how best to cope with
challenging students (Gaultier, 2017). Without knowing the necessary steps to take, teachers will
not be able to teach children with emotional or behavioral difficulties.

59
Procedural knowledge is task-specific in that it describes the process of knowing how
things should be done (Rueda, 2011). Teachers use procedural knowledge effectively when they
know how to motivate their students and what teaching method works best to meet their students
needs. This type of expertise assists teachers in their understanding of how students will be
assigned to individual classes, what types of additional therapies will be offered in the school,
and what procedures need to be in place for inclusive education to be effective (Krathwohl,
2002). Procedural knowledge provides teachers with the competence of how to carry out certain
tasks, although this can get confusing when there are several stakeholders who need to be
informed (Krathwohl, 2002). A solid understanding of new policies and procedures related to
inclusive education and how to enact them in their classrooms is necessary to achieve the
schools' mission. When meeting with parents to discuss their child's Individual Education Plan
(IEP), teachers must also inform parents of the procedures to follow in specific situations.
Knowledge Influence 3: Conceptual Knowledge of Meeting the Needs of Challenging
Students. Through online training, reading, and cooperative learning, teachers at #141 learn
about different concepts related to SEN students. Conceptual knowledge helps us organize
information and set realistic goals for and with students (Rueda, 2011). An effective conceptual
approach is student-centered and requires an understanding of this concept prior to deciding on
teaching procedures. Teachers need to feel efficacious in their use of conceptual knowledge,
which is multifaceted and can be quite complicated (Rueda, 2011). Following the online training
sessions, teachers need to be able to organize this newly learned information and transfer it
effectively to their classrooms (Anderson, Krathwohl, & Bloom, 2001).
Knowledge Influence 4: Metacognitive Knowledge to Reflect on Practices. Teaching
metacognitively involves teaching with metacognition and teaching for metacognition (O’Hara et

60
al., 2019). This skill enables teachers to gain awareness and control over teaching, monitoring,
evaluating, and adjusting their instructional practices for particular students. Metacognition
allows teachers to design lessons that will develop their students’ metacognition, enabling them
to know what they know or do not know (O’Hara et al., 2019). Teachers need to be able to
monitor their own learning prior to teaching students how to manage their learning.
Teaching is a stressful job and this can be compounded by having challenging students in
class while having to deal with students demanding parents (Lavian, 2012). According to
Bloom's Taxonomy, metacognitive knowledge is the “knowledge of cognition in general as well
as awareness and knowledge of one’s cognition” (Krathwohl, 2002). Metacognitive knowledge
helps teachers decide which strategies would work best to meet their students needs (Pintrich,
2002; Rueda, 2011), and reflect on reasons for students’ lack of success. Metacognition is vital to
ensure that teachers do not burnout due to stress and exhaustion. Self-monitoring is new for these
Ukrainian teachers, who have never had time built into their day to reflect on their learning,
share their thoughts with colleagues, or self-reflect on their progress (Pliushch, 2018). Therefore,
psychologists will be on campus to provide emotional support and counseling to teachers who
feel overwhelmed by this new challenge.
Table 2 below shows four knowledge influences involved in the implementation of
inclusive education in Ukraine. Understanding these influences in #141 is essential because of
the impact they have on providing a successful inclusive education for all students while
allowing teachers to reach their goals and achieve the organization’s mission. Table 2 represents
the four types of knowledge, the assumed knowledge influence, and how this type of knowledge
can be assessed.

61
Table 2
Knowledge Influences on Performance
Assumed Knowledge Influence Knowledge Type Assessment
Factual knowledge of the Historical
Context of Inclusive Education in
Ukraine and School’s Goals to
Address This Context.
Factual Interviews
Surveys
Demonstrate knowledge
Procedural Knowledge of How to
Implement Inclusive Processes in
Their Classroom
Procedural Interviews
Surveys
Job Aids
Conceptual Knowledge of
Meeting the Needs of
Challenging Students.
Conceptual Interviews
Surveys
Metacognitive Knowledge to
Reflect on Practices.
Metacognitive Interviews
Surveys
Motivational Influences
In addition to knowledge, motivation is a significant influence on the teachers’
performance (Clark & Estes, 2008). Motivation is part of the gap analysis because a lack of
motivation can impact all stakeholders. Ukrainian teachers, in general, lack motivation because
they work long hours, earn minimal wages, lack training for inclusive education, and have
minimal resources to support them in this challenging task (Dubkovetska, Budnyk, & Sydoriv,
2016). Motivation influences how we choose to “work towards a goal; second, persisting at it
until it is achieved; and third, how much mental effort we invest to get the job done” (Clark &

62
Estes, 2008, p. 44). Burnout is the direct opposite of engagement or “vigor, dedication and
absorption” (Schaufeli et al., 2006). Burnout happens when too much is added to the teachers’
expectations, while nothing gets removed from their workload.
According to Mayer (2011), motivated behavior consists of choice, persistence, and
mental effort. Unmotivated teachers will find it difficult to focus and persist with challenging
students. Teachers who are stressed because of their jobs' demands and expectations will struggle
to apply mental effort to achieve their goals. Additionally, Bakker and Demerouti (2007) believe
stressful situations can jeopardize teachers’ health and lead to mental, emotional, and physical
distress. In evaluating teachers’ motivation in their new role in an inclusive classroom, this study
will focus on their self-efficacy, self-determination, and expectancy-value.
Bentea (2017) researched 217 Romanian teachers to determine the relationship between
self-efficacy, burnout, and psychological well-being. Self-efficacy is significantly related to
burnout and teachers’ well-being. For this reason, the school must look at prevention and
intervention methods to ensure teachers do not suffer from exhaustion, demotivation, or lack of
efficiency (Bentea, 2017). People react differently to stress, but this new role for Ukrainian
teachers must not be underestimated regarding the potential impact it could have on teachers’
well-being (Sharma & George, 2016).
Motivation Influence 1: Self-efficacy in their New Roles in Inclusive Classrooms.
According to Bandura's social cognitive theory (2006), self-efficacy is the foundation of human
motivation, performance accomplishments, and emotional wellbeing. Above all, building
teachers' confidence and helping them feel efficacious is key to inclusive education. Teachers’
mindsets need to be malleable, as they will be required to use modern technology and a new
curriculum, teach students with disabilities and feel fully competent in accomplishing this

63
(Dweck, 2008). Teaching in an inclusive classroom can be extremely complex, so for teachers to
be well-prepared, they need a high sense of inclusive teaching self-efficacy for their students to
be successful (Sharma & George, 2016).
Bandura (1997) found that “people guide their lives by their beliefs of perceived
efficacy” (p.3), which means teachers will fail to take risks if their self-efficacy is low. Belief in
personal self-efficacy influences our decision-making processes and determines how we cope
with adversity and stress (Bandura & Walters, 1997). Factors affecting self-efficacy include
performance accomplishment, vicarious experiences, verbal persuasion, and emotional,
psychological states (Bandura, 1997; Pajares, 2006). When an experience is successful,
expectations of ourselves increase, whereas perceived failures lead to the lowering of
expectations. Developing a healthy measure of self-efficacy protects employees against burnout
and stress (Lauermann & Konig, 2016).
The transfer of knowledge is the key to training so that relevant changes happen in the
classrooms for children with disabilities (Goldstein & Ford, 2002; Grossman & Salas, 2011).
Training teachers for this new and challenging role needs to be continuous with regular
follow-ups to make sure that teachers are applying their newly learned skills and building
confidence in their abilities to do so (Burke, Salas, Pierce, & Kendall, 2006). Of equal
importance is that these changes will motivate teachers to persevere in their teaching career
rather than leaving the profession (Kutsyuruba, 2013).
Motivation Influence 2: Expectancy Value of Inclusive Education. The
expectancy-value theory (Eccles & Wigfield, 2002), suggests that motivation is influenced by
our expectation of success and the value of that task. The theory proposes that our “choice,
persistence, and performance” will be determined by how much we value our task and have

64
confidence in our performance (Wigfield & Eccles, 2002) and targets our predictions of how
successful we will be in managing and completing the task (Eccles, 2006). Teachers need to not
only believe that they can accomplish the goals set out by the school, but they also need to value
those goals. Self-efficacy focuses on our internal values and expectations of ourselves, while
expectancy-value theory focuses on external outcomes (Eccles & Wigfield, 2002). Eccles (2006)
concluded that learners who are confident about their expectancy associated with the task are
more likely to have higher levels of motivation and success in new activities. For these learners,
the value is associated with accomplishing new tasks (Pajares, 2006). Through learner
recognition of the value in the activity, they will carry increased motivation to perform
challenging tasks (Pajares, 2006).
Eccles (2006) suggests four components affect motivation: attainment value, intrinsic
value, utility value, and cost belief. All of these factors apply to the motivation that Ukrainian
teachers will need to demonstrate to be successful in inclusive classrooms. Stakeholders must see
the value of the task, enjoy working with disabled children, be able to focus on setting goals and
be provided with time and resources to prevent burnout. They will also need to be convinced of
the value of persisting with training in order to adapt their classroom performance and improve
the outcomes for their students (Mayer, 2011).
Motivation Influence 3: Self-Determination to Change Students' Lives. According to
Deci & Ryan (1985), Self-Determination Theory (SDT) suggests there are three needs essential
for growth and personal well-being: the need for competence, relatedness, and autonomy (Ford,
2019; Gagné & Deci, 2014). Teachers need to have classrooms to provide an atmosphere that
encourages competency because our environments affect our basic psychological needs (Ford,
2019). Students need feelings of relatedness, which means they feel a connection and

65
involvement with others. This will provide a positive classroom atmosphere, where students can
engage with their teachers and peers, which will ultimately lead to greater academic success
(Ford, 2019).
SDT provides a lens to examine teachers' motivation, professional development, and
wellness (Ford, 2019). The atmosphere created in the classroom by the teacher will provide both
students and teachers with opportunities for autonomy that lead to long-term effects to change
their behavior and cognitive skills (Ford, 2019; Gagné & Deci, 2014; Ntoumanis et al., 2020).
This theory helps us to examine optimizing work performance, while also finding ways to
improve job satisfaction (Ryan & Deci, 2018). People's motivation comes from being valued in
their positions, “such as manager, teacher, religious leader, coach, health care provider, and
parent that involves mobilizing others to act” (Ryan & Deci, 2000, p. 69.) If teachers are
intrinsically motivated, they will participate in training and activities out of genuine interest
(Deci & Ryan, 1985). Yet, some teachers are only extrinsically motivated, which is a challenge in
a school with limited finances.
Table 3 presents the three motivation theories and the way they influence the stakeholders.
Table 3
Motivation Influences
Assumed Motivation
Influence
Motivation type Motivation
Assessment
Self-Efficacy
Theory
Teachers need to have confidence
in their professional ability and feel
efficacious in bringing about change
for students with difficulties.
Surveys
Interviews

66
Expectancy Value
Theory
Teachers need to see the value of
implementing inclusive education
in Ukraine to benefit all students
and of supporting the needs of
students with disabilities specifically.
Interviews
Surveys
Self-determination
Theory
Teachers need to feel valued in their
role of being able to make a difference
in the education system in their country.
Intrinsic motivation is vital to help them
to cope with the challenges they will
likely be facing.
Interviews
Surveys
Organizational Influences
Finally, performance gaps can be due to inadequate organizational support, which can
also be evaluated by conducting a gap analysis (Clark & Estes, 2008). Therefore, this review will
also examine organizational influences that contribute to teachers achieving their training goals
preparing to work in an inclusive school and feeling efficacious in their new classrooms with
adequate resources and support. Organizational resources will be examined under the categories
of change in attitudes, effective leadership, processes, and tools (Clark & Estes, 2008). Obstacles
that hinder employees include ineffective policies, lack of resources and funding, lack of
training, ineffective leadership, and an unstable culture (Clark & Estes, 2008; Fedorchuk &
Mykola, 2016). The existing organizational culture in school # 141 stems from pre-Soviet times
and is also significantly shaped by the Ministry of Education, which still controls most aspects of
education in Ukraine.

67
Cultural Models and Cultural Settings
Gallimore and Goldenberg (2001) differentiate between cultural settings and cultural
models. Cultural models represent “historically evolved and shared ways of perceiving, thinking,
and storing possible responses to adaptive challenges and changing conditions” (p. 47). In
contrast, cultural settings occur “whenever two or more people come together, over time, to
accomplish something” (Gallimore & Goldenberg, 2001; Sarason, 1972, p. ix). Cultural models
and settings are interconnected, and “climate,” “ethos,” and “morale” are often used
interchangeably by researchers (Kutsyuruba, 2008). In Ukraine, parents work long hours, and
the school is the center for the community, open on weekends and often later than 7:00 pm on
weeknights. Parents who do not work volunteer their time to participate in many different school
activities, such as homework clubs after school. Schools are often a reflection of the society they
are part of (Golarz & Golarz, 1995), provided all stakeholders share the same goals. To know
how this community will react to changes being introduced, “one must understand what it's
patterns of basic assumptions are – its organizational culture” (Ott, 1989, p. 3).
Professional development is always defined by the culture of the school (Picard &
Kutsyuruba, 2017), yet culture is often a “neglected dimension of the improvement process”
(Hopkins, 1994, p. 81). It is crucial to examine this school’s culture to deeply understand
structures and values and may impact these change initiatives (Clark & Estes, 2008; Schein,
2017). It is not possible to change a school without changing the culture of that school
(Gallimore & Goldenberg, 2010).
Schein (2010) lists three levels of organizational culture: artifacts, espoused beliefs and
values, and underlying assumptions. Artifacts are the explicit facets of an organization. Espoused
beliefs and values guide employees to behave in specific ways, while underlying assumptions

68
influence the members’ behaviors. Researchers differentiate between thick and thin cultures in
schools, whereby a thin culture lacks widely shared ideas, and a thick culture enhances and
strengthens an organization (Hodge, Anthony, & Gale, 2003). For the school to achieve its
mission, it must promote and embrace a culture where the diverse needs and abilities of students
are addressed. Professional development provided for teachers at #141 is intended to help create
a thick culture where learning and knowledge are shared collaboratively. It is not enough to
simply offer new information to teachers; instead, a thick culture needs to be embedded in the
school for sustained change to occur with teachers taking on new roles (Picard & Kutsyurba,
2017) and being provided with adequate resources.
Organizational Influence #1: Attitudes. We cannot underestimate the importance of
understanding Ukrainian teachers’ attitudes, values, and beliefs shaped by the underlying culture.
Since stigmatization against disabled people has existed in Ukraine for so long, it will not be
easy to change teachers’ attitudes towards working with these children. Transitioning students
into this new environment can only be successful if the school cultivates acceptance and respect
for all students. Positive attitudes towards inclusion must be encouraged among parents,
teachers, and students (Loreman et al., 2016; Santisi et al., 2014). Not all parents believe it is
favorable for their children to be in the same class as children with difficulties, so parents must
be educated and shown that research stresses the benefits of inclusive education (Bondar, 2014;
Hrynevych, 2015). Resistant attitudes cannot possibly bring about the change needed in the
organization.
Organizational Influence #2: Effective Leadership. Leadership development must be
provided for principals, administrators, and board members so that effective school policies are
put into place to support all students (Loremam et al., 2016; Webber & Scott, 2009) and a new

69
culture of trust that ensures that teachers feel supported by the administrative team. A new
Leadership Team, consisting of the Principal, the newly appointed Principal for Inclusion, The
Middle School Principal, the Lower School principal, and the ORT leader of # 141 will share
responsibility in creating a supportive environment, as an environment of shared leadership is
essential when introducing an inclusive school into a culture that resists change (Baluk et al.,
2019). Transparent communication is also a new factor to focus on since leadership can no
longer be top-down and authoritarian (Bush, 2011). Traditionally, and as mandated by the state,
all administrators at #141 have been required to teach classes, a circumstance that will also need
to be reviewed since their roles will become more demanding as they build a school culture that
succeeds in supporting both faculty and parents.
Organizational Influence #3: Processes. Several organizational processes need to be
considered to effectively implement inclusive education at #141, such as providing time for
reflection and collaboration. Teachers working in inclusive classrooms would traditionally be
assigned significant non-teaching activities, such as lunch duty, that limit their time to plan and
reflect. Instead, as these teachers take on significant and new teaching responsibilities, they will
need to be provided with time to reflect or plan lessons. It is necessary for them to have time
built into their day to collaborate with other school specialists such as psychologists, speech and
language therapists, or occupational therapists. Safety and security measures are also intrinsic to
the organizational environment and require that all teachers undergo training to be able to
respond to a medical crisis (Loreman et al., 2015). Changing processes and procedures must be
carefully planned and communicated to all stakeholders (Clark & Estes, 2008). Similarly,
record-keeping, administrative support, and routines will also need to be carefully coordinated.

70
Organizational Influence #4: Role Models. Effective role models are desirable to
support teachers' new initiatives, demonstrate their commitment to inclusion, and help them to
collaborate with parents. Teachers cannot meet challenging students demands without the
necessary resources and training to support their endeavors. Ongoing training for teachers is
necessary until teachers feel efficacious in their management of diverse classes. Grossman &
Salas (2011) suggest it is not enough for organizations to invest money in training unless
teachers transfer this knowledge to their classrooms. In addition, mentoring novice special
educators is vital to provide encouragement and support in challenging inclusive classrooms
(Cornelius et al., 2019; Darling & Hammond, 2003; Picard & Kutsyuruba, 2017; Whitaker,
2017).
The first few years of teaching students with emotional, behavioral, and academic
difficulties can be exceptionally challenging, and research has shown that this often leads to the
lack of retention of teachers (Darling-Hammond, 2003; Kutsyuruba, 2016). According to
Kutsyuruba and Walker (2015), effective mentoring programs for teachers can reduce
early-career attrition. It involves having a “critical friend” (Kutsyuruba & Walker, 2015, p. 33),
who can look at a teacher's classroom through a different lens and provide honest feedback
because there is a sense of trust. Mentoring supports teachers in increasing their self-confidence,
gaining trust in their colleagues, and increasing their job satisfaction.
Table 4 highlights the organizational influences explained in this section. These influences must
be taken into account lest they disrupt the implementation of inclusive education in Ukraine.

71
Table 4
Organizational Influences
Organizational Influence
Category
Organizational Type
Organizational
Assessment
Cultural Model Influence
1
The school needs to cultivate a culture
of general acceptance and willingness
among faculty to introduce change in
attitudes
towards disabled children. Stakeholders
with resistant attitudes will prevent
change from occurring.
Interviews
Survey
Cultural Model Influence
2
The school needs to continue to
strengthen the culture of trust between
administration and the faculty to
achieve the institutional goal of
integrating the social justice issue into
teaching. Layers of administration will
need to be added.
Interviews
Survey
Cultural Setting Influence
1
Cultural Setting Influence
2
The school needs to free up faculty from
their non-teaching responsibilities to
provide time for planning, reflecting, or
collaborating with other specialists.
Role models will be able to support new
teachers and provide encouragement,
build their confidence and mentor them
in managing new challenges.
Interviews
Survey
Interviews
Survey

72
Conceptual Framework
This literature review highlighted the Knowledge, Motivation, and Organizational
(KMO) influences that may affect this group of Ukrainian teachers in their effort to introduce
inclusive educational practices into their classrooms. Research has highlighted that teachers need
to be appropriately trained, motivated, and feel supported by their organization to reach their
performance goals. While discussed separately, KMO influences are closely connected and must
be given equal attention to enhance performance and bring about vital changes to the Ukrainian
educational system (Clark & Estes, 2008). Conducting a gap analysis will help identify any
barriers that might prevent the stakeholders from achieving their goals.
A conceptual framework is a theory formed to present ideas and beliefs that guide the
study and defend and rationalize its validity (Maxwell, 2013; Merriam, 2009). This visual
framework, combined with the literature review and scholarly research, will provide new
knowledge on how to support the introduction of inclusive education in Ukraine and meet all
stakeholders needs. This research utilizes the framework of Clark & Estes (2008) to understand
the stakeholders’ ability to perform effectively in new inclusive classrooms while attempting to
understand their underlying assumptions, values, and beliefs (Maxwell, 2013).
KMO influences for Ukrainian teachers may include cultural prejudice against people
with disabilities and a lack of training, resources, familiarity with collaboration, and motivation
(Bondar, 2014; Kutsyuruba & Picard, 2017). Training, communication, and collaboration
between teachers and outside experts have improved teachers’ self-efficacy and have increased
motivation and the willingness to take on this challenge. Teachers were identified as the
stakeholder group of study since they are an essential link between the school, students, and their

73
families. Their role will be to introduce changes in their classes, communicate with colleagues
and administrators, and work closely with parents to keep them as involved in decision-making
as possible. Ultimately, the success of inclusive education will be determined by the changes
made by teachers in their classrooms.
A visual graphic below will guide and direct the research, with the focus on the
knowledge, motivation, and organizational needs of teachers to succeed in this new role (Clark &
Estes, 2008). In Figure 3, the Conceptual Framework captures this school’s historical context
and inclusive education in Ukraine, the key stakeholders, necessary processes, and the desired
outcomes. The historical context is important to address because it explains why Ukraine is
lagging behind other European countries in terms of inclusive education, and how the culture of
this organization is influenced by embedded cultural beliefs (Kukharchuk, 2018; Mathews et al.,
2015; Smagorinsky, 2012). Stakeholders include the Swiss Foundation, Board members,
administrators, parents, teachers, and students. Although the focus is on teachers, the partnership
among all stakeholders must be considered. The photo used under the heading OUTCOMES is
an actual aerial view photo of the new school building. Processes describe what must be
accomplished prior to the goals being achieved by #141.

74
Figur
e
4
Conceptual Framework

75
Conclusion
This chapter addressed research and literature related to the implementation of inclusive
education in Ukraine. The historical background that affects learning in Ukraine indicates that
Soviet rule still influences the country’s system of education despite Ukraine’s independence in
1991. The literature review also shows the barriers that schools and teachers will face in their
attempt to bring about inclusive education, such as stigmatization, institutionalization, and abuse
of children with disabilities (Burlaka et al., 2019; Rasell & Iarskaia-Smirnova, 2013). Through
recent educational reforms, including the New Ukrainian School Concept, Ukraine is working to
rectify current violations (Baluk et al., 2019).
Research shows that there is not just one model of inclusive education that will fit all
countries. For Ukraine, it is important to address all barriers that have stood in the way of
implementing inclusive education since the fall of Soviet rule (1999). Much attention is being
drawn to the lack of tolerance, insufficient training, inadequate resources and lack of access
(Hanssen, Hansén, & Ström, 2021). However, Ukraine is aware that changes will come due to
the NUS Reforms that are addressing all aspects of Ukrainian education.
Clark & Estes (2008) gap analysis evaluates the knowledge, motivation, and organization
variables needed for teachers at ORT Educational Complex #141 to implement inclusiveness and
help the organization achieve its mission of establishing the first truly inclusive school in
Ukraine. Chapter Three will explain the methodology that will be used to evaluate the teachers'
knowledge, motivation, and organizational needs to ensure they have ample opportunity to
successfully implement inclusive education in Ukraine.

76
Chapter Three: Methodology
Selecting methods for a study is critical and requires much thinking from the researcher,
as the method must provide the answers that fit the purpose of the research (Kutsyuruba, 2008).
This chapter outlines the mixed methods research design and methodology, data collection, and
instrumentation affecting this study. Both qualitative and quantitative research methods are
pertinent to answering the research questions before implementing inclusive education in
Ukraine. The researcher designed this study to determine how school #141 could best meet its
organizational goal. Utilizing a gap analysis (Clark & Estes, 2008) helps to determine Ukrainian
teachers' knowledge, motivation, and organizational influences for stakeholders to implement
their inclusive education goal in School #141 by September 2021. A complete needs analysis
would focus on all stakeholders, but this research focused on the teachers who had undergone
extensive training to provide inclusive education at school #141 in Kyiv. This chapter also
addresses ethics, limitations, and delimitations pertinent to this study.
The research questions guiding this study address KMO influences (Clark &Estes, 2008)
that impact the teachers’ implementation of inclusive education in Ukraine:
1. What knowledge do teachers need to implement inclusive education in Ukraine
effectively?
2. What motivation and organizational support do teachers need to work with children with
mental and physical disabilities?
3. What solutions can be offered to best support teachers to provide an inclusive education
in Ukraine?

77
Overview of Methodology
The methodological approach for this study is a convergent mixed methods design, where
a researcher “collects both quantitative and qualitative data, analyzes them separately, and then
compares the results to see if the findings confirm or disconfirm each other” (Creswell, 2017, p.
300). Data can be collected simultaneously (Creswell & Plano Clark, 2011). Mixed methods are
a rigorous method for collecting quantitative and qualitative data (Creswell, 2017; Creswell &
Plano Clark, 2011). However, despite this approach’s complexity and time-consuming nature, it
provides a more detailed understanding of the research questions (Creswell, 2017; Johnson &
Christensen, 2019; Morgan, 2014). Therefore, by using a combination of the strengths of
qualitative and quantitative methods, the researcher intends to be able to find information that
answers all research questions (Creswell & Plano Clark, 2011; Morgan, 2014) while attempting
to minimize the limitations of both approaches (Creswell, 2016). Qualitative and quantitative
research methods, mixed research, or mixed methodology are appropriate for this research.
However, this study will use the term mixed methods (Creswell, 2015). Figure 5 presents a
diagram showing the convergent design.

78
Figure 5
Convergent Design
This methodological approach involved interviews and surveys in getting to the root of
inclusive education challenges in Ukraine. Qualitative data was collected by conducting
semi-structured interviews, while quantitative data was collected through the objective use of
surveys to generate data (Creswell, 2014; Morgan, 2014). Qualitative research is inductive,
subjective, and contextual, while quantitative analysis is deductive, objective, and general.
Inductive purposes associated with qualitative research begin with observations used to
create a theory or generate hypotheses (Morgan, 2014). The deductive goals in quantitative
research start with theories and hypotheses, which are then evaluated through observations.
This process moves from theory to observation (Morgan, 2014).

79
Chapter Three will address the first two Research Questions, with Research Question 3
discussed under Chapter Five. Figure 6 shows the mixed method approach that was used in this
study.
Figure 6
Data Sources
Data Sources
Triangulation of information was gathered from interviews and surveys. There is no order
in collecting data in a convergent study, as the researcher can collect data at similar times.
However, for this study, before in-depth interviews, the researcher conducted a survey.
Interviews followed shortly afterward to understand these influences, impacting teachers’ ability
to manage inclusive classrooms (Clark & Estes, 2008; Merriam & Tisdell, 2016). Training plans
to continue after the school has opened until 2022. Merging data from surveys and interviews led
to analysis and comparing the different sets of data (Creswell & Plano Clark, 2011).

80
Surveys
According to Wilson (2008), “Research is all about unanswered questions, but it also
reveals our unquestioned answers” (p.6). All teachers participating in inclusion training received
“compelling invitations” (Robinson & Leonard, 2019). The invitation provided the respondent
with the necessary information regarding the purpose of the survey, confidentiality, and the
ability to discontinue at any stage (Robinson & Leonard, 2019). The length of time required to
participate also helped participants decide if this was manageable or not. There are 97 teachers in
the school, and 34 continue to participate in the training. Of these 34, some hold administrative
positions because the state also requires all administrators to teach academic classes. The
Principal of the school has participated in training because he is a High School Math teacher. The
state has allocated six administrators to this school of 1290 students, and their roles include
scheduling, cafeteria duty, and teaching regular classes.
There were no incentives for participating in either surveys or interviews (Markova &
Ford, 2011). Teachers do not expect to be rewarded and have received valuable training at no
cost to themselves. The teachers participating in the training were excited to be change agents for
their country, and many wanted to participate in surveys and interviews. Teachers understand the
study’s importance because they are accustomed to participating in surveys from the Ministry of
Education (Johnson & Christensen, 2019).
All teachers who participated in the training were local Ukrainians, but many spoke
different languages, including Russian, Hebrew, Polish, and German. There is not much diversity
in this group because the focus is on inclusive education in Ukraine. This school year (September
2020), classes may only be taught in Ukrainian and no longer in Russian. The inclusive school
will open with grades 1- 4, and each year the school will add an additional class. Making these

81
types of decisions will require another visit to the Ministry of Education to explain how the
organization reached this decision. There are currently 1290 students in K-11, but an additional
1000 students will join all grades, and the teaching staff will double in size. As part of the NUS,
students will now graduate in grade 12, adding a year of preparation before leaving for the army
or university. Inclusion Experts (U.K.) conducted a survey reasonably early in training to
determine what teachers’ needs and expectations were. Since the first-time teachers are receiving
this training, they have expressed appreciation and showed extensive engagement. By informing
the trainers and the Foundation what is still required to reach their goal, it allows for adjustments
before the school opens. It did take a few sessions until teachers warmed up and felt comfortable
participating and engaging with the trainer.
This survey to be used was adapted from Forlin, Loreman, & Sharma (2011), using The
Sentiments, Attitudes, and Concerns about Inclusive Education Revised (SACIE-R) scale for
measuring pre-service teachers’ perceptions about inclusion (see Appendix B). Researchers
initially administered this survey to 542 pre-service teachers from Hong Kong, Canada, India,
and the United States. It yielded valuable information in addressing teachers’ needs in working
with diverse student populations (Forlin, Loreman & Sharma, 2011). There were initially 60
items, but they refined it to a scale of 15 items.
The survey examined teachers’ attitudes and concerns regarding inclusive education
(Appendix B). The survey measured pre-service teachers' perceptions in three areas of inclusive
education: comfort levels when engaging with people with disabilities, acceptance of students
with different needs, and concerns teachers have regarding implementing inclusion. If teachers
do not feel efficacious in working with children with various difficulties, their commitment,
attitudes, and success with these students will be affected (Forlin, Loreman & Sharma, 2011).

82
According to these researchers, “there is evidence that the SACIE-R justifies service teachers’
dispositions towards inclusion, their sentiments about engaging with people with a disability,
their attitudes towards accepting learners with different needs in regular classrooms, and their
concerns about implementing inclusive practices” (Forlin, Loreman, & Sharma, 2011, p. 60).
This survey for the Ukrainian teachers was adapted to include 17 questions, with three
open-ended questions. Of the 17 questions, all were close-ended, forcing a response, except for
the three open-ended questions that provided teachers with a text box. The items and answer
options were translated into Ukrainian, as not all teachers understand English in this
organization. The survey addressed all three research questions for this dissertation study.
Teachers new to inclusive classrooms do not feel overly confident in managing such a diverse
group of students, so the fact that this survey was designed to be administered to pre-service
teachers was valuable. The survey provided information in “preparing more specific training to
address the needs of pre-service teachers for working with diverse student populations” (Forlin,
Loreman & Sharma, 2011).
Participants
After the first training course, invitations were sent to 46 teachers in Grades 1-4 to
continue participating in the training. The hope is that these teachers will train the remainder of
the teachers before they have inclusive classes in 2022. Due to time commitments, the original
group of teachers was asked to volunteer if they wished to continue. The remaining 34 teachers
were divided into two groups. Because of Covid-19, some could not participate as they worked
from home and had no child care. Purposeful selection (Maxwell, 2013) provides information to
the specific questions asked so that “particular settings, persons, or events are deliberately
selected for the important information they can provide that cannot be gotten as well from other

83
choices” (p.235). This type of sampling allows the researcher to gain insight from a “sample
from which the most can be learned” (Merriam & Tisdell, 2015, p.96; Patton, 2015). It would be
in the teachers’ best interest to complete the survey so that the organization can see what still
needs to be accomplished before the school opening in September 2021. Mixed methods allow
greater flexibility while providing participants with a voice to share their experience (Wisdom &
Creswell, 2013).
Instrumentation
Qualtrics helped create the survey (see Appendix B) for the 34 teachers who participated
in the inclusion training. From 45 teachers, 34 volunteered to continue training, with only one
male participating. Most male teachers are in the Upper School, with only eight males in the
entire school (7.76%) because of their low salaries. Some of the teachers are older and more
experienced, while others have taught only for a few years. The younger teachers are more
familiar with the use of technology.
This survey intended to determine how teachers felt about the training and inclusion and
whether they were ready to teach students with physical or mental challenges. The survey
consisted of 18 questions, primarily using a Likert scale to force one choice. Three open-ended
questions allowed participants to provide more information in a text box. The language used was
relatively simple, and the translator translated questions into Ukrainian. It was essential to
consider the Ukrainian culture when developing these survey questions (Robinson & Leonard,
2018). As a researcher with experience working with special needs students in South Africa,
Australia, Hong Kong, and Switzerland, it was essential to keep in mind the limited training and
resources these Ukrainian teachers have been exposed to.

84
Researchers have determined that surveys’ number of responses should be between five
and seven (Robinson & Leonard, 2018). The researcher chose a four-point Likert scale to enforce
a choice. Without a midpoint, the respondents were forced to answer, which hopefully does not
result in measurement error (Robinson & Leonard, 2018). This cognitive task encouraged
teachers to reflect and think about providing the most suitable answer to the questions posed.
Data Collection Procedures
Data collection began once the researcher obtained the University of Southern California
(USC) Institutional Research Board (IRB) approval. Qualitative and quantitative data were
collected simultaneously while focusing on similar variables (Creswell, 2015). In this situation,
teachers' knowledge, motivation, and organizational issues (Clark & Estes, 2008) would be the
main themes around which data was gathered and compared. The quantitative part of the study
(surveys) would collect more data. Some teachers participated in both the surveys and
interviews; however, it was crucial not to overload them.
The Qualtrics tool collected data and arranged it into visualizations that one could easily
understand. Reliability is “whether a test or whatever you use as a measurement tool measures
something consistently” (Salkind, 2014, p.109). Due to Covid-19, online surveys were
conducted. The researcher provided an introduction at the end of a ZOOM training session, and
teachers had ample time to complete and submit the survey. However, it did not take the teachers
longer than 15 minutes to complete the survey.
Data Analysis
Three phases of data analysis exist in a convergent design (Creswell, 2015). Surveys
provided statistical results, while interviews determined broader themes. Mixed methods analysis
led to the integration of these two sets of data (Creswell, 2015).

85
Interviews
Interview protocol. Semi-structured interviews (Appendix C) delved deeper into the
KMO influences that Ukrainian teachers face. This type of interview provided consistency and
flexibility for the teachers (Merriam & Tisdell, 2016). The 14 open-ended questions allowed
teachers to respond in their own words and share as much of their feelings and thoughts that they
are comfortable sharing (Merriam & Tisdell, 2016). Questions addressed the research questions
to gain further knowledge in response to the conceptual framework (Clark & Estes, 2008).
Interview procedures. Before conducting the interviews, the researcher obtained written
informed consent from each participant, guaranteeing voluntary participation and confidentiality
(Merriam & Tisdell, 2016). The researcher and translator arranged interviews at times that suited
the interviewees via ZOOM. Ukraine is only one hour ahead of Switzerland, the researcher's
location. It was essential to make this interview as comfortable as possible for the teachers
(Patton, 2015) to feel free to express themselves openly. Each interview was approximately 45
minutes to one hour long. The translator was certified.
Participants
A purposeful sample of teachers participated in interviews to investigate their feelings
towards being prepared for inclusive classrooms (Merriam & Tisdell, 2016). If teachers felt
comfortable when being interviewed, this would provide them with an opportunity to share their
feelings and thoughts (Merriam & Tisdell, 2016). Initially, teachers did not share much during
training sessions, but it was easier to participate as they became more comfortable. Teachers
were grateful to receive the Foundation’s training and expressed how much they enjoyed the
program. As a result, the survey received a high participation rate. The researcher interviewed 12
teachers from different subject areas. Teachers chosen for interviews could speak some English,

86
but the translator did her best to ensure there was no miscommunication. Some teachers
participated in both surveys and interviews. The researcher combined experienced teachers with
new to teaching styles to vary opinions across different age groups.
Instrumentation
According to Bogdan & Biklen (2007), “qualitative interviews offer the interviewer
considerable latitude to pursue a range of topics and offer the subject a chance to shape the
content of the interview” (p.104). Before conducting semi-structured interviews, participants
received consent forms to confirm that their participation was entirely voluntary and that all
information would remain confidential (Merriam & Tisdell, 2016). The researcher developed this
interview protocol (see Appendix C) to provide information that would answer the research
questions by looking at KMO influences (Clark & Estes, 2008). All questions were open-ended,
and probes used when necessary to encourage the interviewee to continue talking (Merriam &
Tisdale, 2016; Patton, 2002). Practicing questions with colleagues helped ensure that there were
no yes/no questions. Close-ended, double-barreled questions and leading questions were avoided
as these tend to shut down the respondent (Merriam & Tisdell, 2016).
Patton (2015) recommends six types of questions to stimulate interviewees’ responses,
such as experience and behavior questions, opinions, and values questions, feeling, knowledge,
sensory, and background problems. It is helpful to group the questions into different categories,
varying the answers. Knowledge questions would help identify how efficacious the teachers felt,
while factual and procedural questions would help determine whether they were ready for this
challenge (Krathwohl, 2002). Questions that explored their opinions and values determined
teachers’ motivation (Patton, 2002). To see if teachers felt supported by their organization, the
researcher addressed organizational issues. Intensive, in-depth interviewing was only possible if

87
the researcher and the respondents had established rapport (Patton, 2015). Ukrainian teachers
would not feel comfortable sharing their feelings and experiences unless they thought they could
trust the researcher.
Data Collection Procedures
USC IRB approval was necessary before conducting interviews to ensure data would
remain confidential and secure and that participation was entirely voluntary (Merriam & Tisdell,
2016). Throughout the process, the teachers remained anonymous. Each participant received an
email requesting their participation in the interview process. Interview questions were
open-ended, and probes elicited further details (Merriam & Tisdell, 2016). Questions explored
procedural, conceptual, and metacognitive knowledge elements (Krathwohl, 2002), as well as
motivation influences such as self-efficacy (Bandura, 2010), expectancy-value theory (Wigfield
& Eccles, 2000), and self-determination theory (Ryan & Deci, 2018), embedded in the
conceptual framework. Handwritten memos captured important information during the
interviews and were entered into NVivo software to help analyze the data (Kan & Parry, 2004).
Each interview took approximately one hour, was conducted via ZOOM, and was
audio-recorded. All questions addressed the conceptual framework and attempted to answer the
three research questions. As Maxwell (2013) stated clearly, “Your research questions identify the
things that you want to understand; your interview questions generate the data that you need to
understand these things” (p. 230). Interviewees permitted the recording of interviews, and
interviewees were informed that they could stop at any time if they felt uncomfortable. Rev.com
generated transcripts from the interviews. For some discussions, a translator was present
because ZOOM transcripts were not always accurate due to foreign accents. The researcher did
everything to ensure that she accurately recorded the data.

88
Data Analysis
The interviews helped generate data that would inform the assumed KMO influences that
impact teachers’ abilities to provide inclusive education in Ukraine. The interviews also
examined metacognitive issues, such as teachers' biases towards teaching students with
challenges and self-efficacy, self-determination, and expectancy-value. Following the interviews,
data was transcribed by Rev and coded with support from NVivo.
Reliability and Validity
“All research is concerned with producing valid and reliable knowledge in an ethical
manner” (Merriam & Tisdell, 2016, p.237). Qualitative researchers use triangulation to
strengthen their research’s validity, referring to multiple data collection methods, numerous
researchers, and various data (Merriam & Tisdell, 2016). This study seeks validity by using
various data collection methods, including a survey and interviews. A valid test measures what it
is supposed to measure, but different validity types must be considered, such as content validity,
construct validity, and criterion validity (Salkind, 2014). Using a research-based and tested
instrument (Forlin, Loreman & Sharma, 2011), the survey was a valid test of teachers’
knowledge and motivation, and Qualtrics provided a clear presentation of results. Reliability is
“whether a test or whatever you use as a measurement tool measures something consistently”
(Salkind, 2014, p.109). Administering the survey to doctoral classmates allowed the researcher to
review the way questions were worded and understood and the length of time taken to become
cumbersome for the participants. The researcher was constantly aware of dealing with a different
culture, and everything was done to mitigate bias and limit misinterpretation of data. Reflective
memoing helped the researcher identify her own biases, have been educated, and work in
countries other than Ukraine. The translator had an essential role in ensuring that nothing was

89
misleading or difficult for teachers to understand. Her role was to interpret what teachers said
during interviews accurately. Since she was involved in teacher training, she was familiar with
the teachers, and they felt comfortable enough to express themselves in her presence. The same
translator from the training sessions participated in the interviews whenever needed so that
teachers were comfortable with her.
In the mixed-method design, criteria were applied to assess quantitative and qualitative
methods (Creswell, 2015; Merriam & Tisdell, 2016). Data can only be trustworthy if the
researcher has applied rigorous procedures to ensure the results’ credibility (Merriam & Tisdell,
2016). The researcher followed the ethical guidelines according to the University of Southern
California (USC) Institutional Research Board (IRB).
Ethics and Role of the Researcher
“Power dynamics flow through every vein of the research process; therefore, it is our
ethical duty to intentionally and mindfully attend to our role(s) in the contextual power interplay
of the research process” (Rowe, 2014, p. 1). The USC Institutional Research Board guidelines
were strictly adhered to so that all participants were provided with the necessary information to
make informed decisions regarding the risks or benefits of participating in this study. The
researcher was fully aware of ethical considerations such as “informed consent, avoidance of
harm, and confidentiality” (Creswell, 2014; Glesne, 2016, p. 162). Teachers were informed that
the researcher would not use their names and that all information would remain confidential.
The entire process was ethically conducted to ensure credibility and trustworthiness in
this research. People need to be able to trust that the findings are accurate and honest, so that
they can be applied to other former Soviet Union schools. It is crucial to remain objective with
the teachers who were interviewed. Having to use translators can be tricky because it is their

90
perception of what they heard and how they interpreted it. It was necessary to do “member
checks” (Merriam & Tisdell, 2016, p. 246) to ensure accurate interpretations were conveyed.
My positionality is multidimensional and includes my race, gender, nationality, language,
ability, physical location, and role in this organization. As a white female, English-speaking,
South African who has worked in Australia, Hong Kong and Switzerland, I am consciously
aware of how different Ukrainian cultural values are. Throughout my research, I did my utmost
not to impose my assumptions and bias on anyone. As a consultant for the Foundation, I have the
power to decide whether financial support continues or not. Still, I have managed to create an
atmosphere of trust and respect with parents, administrators, and teachers. Since I am passionate
about this project, I do not believe anyone felt threatened in any way, but I kept this in mind to
ensure participants did not feel threatened. I continued to ensure that my relationship with all
stakeholders remained respectful and accountable. My role was to advocate for these disabled
children while advocating to improve teachers’ working conditions. Since the school is a State
school, I have no power to hire or fire anyone.
Consequently, the lack of inclusive education in Ukraine is due, in part, to teachers’
knowledge and motivational influences because they are untrained and earn meager wages
(Clark & Estes, 2004). Additionally, political, economic, and social changes in post-communist
Ukraine have had a tremendous impact on teachers’ political fear, financial difficulties,
uncertainty, corruption, and burnout (Girnyk et al., 2018; Kutsyuruba, 2016). Implementing this
first inclusive school requires extensive training from international educators because no one in
Ukraine is currently held accountable for teaching children with mental or physical difficulties.
This problem of practice does not have an easy solution, but these teachers, with our support,
will work through the many challenges bound to come their way. I am aware of my own

91
potential biases and the tremendous responsibility to present these findings honestly and
ethically.
Limitations and Delimitations
Limitations are certain factors that the researcher has no control over. Simultaneously,
delimitations include elements that the researcher can influence, such as the study was only
applied to one school, limiting generalizability. Both qualitative and quantitative research have
strengths and limitations. Still, both should provide a more vital understanding of the challenges
and opportunities in implementing inclusive education in Ukraine (Creswell, 2014). The
researcher can attempt to mitigate limitations but cannot control all influences on this study
(Creswell, 2014). Researcher bias is something to avoid because participants may provide
answers that they think are desirable to the researcher (Creswell, 2014). Triangulation attempts to
mitigate limitations, but this still does not control everything (Merriam & Tisdell, 2016).
Participants may choose to withhold vital information or exaggerate some situations depending
on their view about inclusive education. Mixed methods are more challenging to implement, plan
and require more time than a single study method (Wisdom & Creswell, 2013). Still, they can
mitigate some of the limitations inherent in any research.
The researcher can control delimitations by carefully planning and designing the study
(Creswell, 2014). Delimitations include the theoretical framework chosen, the methodology used
to carry out the research, and the number of participants involved. The researcher frames the way
questions will determine the collected data (Merriam & Tisdell, 2016). Both cultural and
language barriers can have a tremendous impact on the findings. This study takes place in one
school, so it is difficult to generalize results to all schools in the Former Soviet Union (FSU)

92
countries. Only teachers who have participated in the training will be involved in the study. Not
all schools in Ukraine have the support of a Foundation that wishes to bring about change.
Limitations
This study has the following limitations:
1. A translator translated teachers' responses from Russian into English. The translator is
responsible for interpreting teachers' responses.
2. The study took place in one school in Kyiv, so generalizability is limited.
3. The researcher was unable to control the participants’ responses, which could be affected
by their relationship.
4. Teachers might have been afraid to answer specific questions out of fear of losing their
job from the state. However, the researcher has no say in hiring or firing teachers because
it is a state school.
Delimitations
1. This study focused on 34 teachers who volunteered to participate in one school in Kyiv.
2. The study does not provide information on the teachers in school #141 who were not part
of the training program. There is much uncertainty among the teachers who have not yet
undergone training.
3. Delimitations of this study include the conceptual framework and methodology chosen
by the researcher.
4. Delimitations include the fact that the study was limited to one school, so cannot be
generalizable to all schools in Ukraine.
ORT Educational Complex #141 was the setting for this study. A selected sample of
teachers who participated in inclusion training offered by this school was surveyed and

93
interviewed. Therefore, results cannot be generalized to all Ukrainian schools and not to other
schools internationally. This study aimed to examine KMO influences that would have an impact
on these 34 teachers. While many of the factors may apply to other former Soviet Union schools,
it is important not to generalize findings and results. The study is specifically relevant to the
school in Kyiv and answers the research questions that apply to this school. It is essential to keep
in mind that not all schools have the same culture; hence the data cannot apply to other schools.
Conclusion
The goal of Chapter Three was to outline the research methods that were used in an
attempt to answer the research questions. A discussion of the procedure, study participants, data
collection, interview questions, survey questions, document analysis, and observations outlined
the specifics of how the study was conducted and who would participate in the study. The
researcher chose a convergent mixed methods design to form a comparison between qualitative
and quantitative data because this method “has great potential to strengthen the rigor and enrich
the analysis” (Wisdom & Creswell, 2013, p.4). According to IRB standards, the researcher was
aware of her own biases and the importance of conducting this research. Chapter Four aims to
provide the study results and demonstrate that the methodology was ethically conducted as
described in Chapter Three.

94
Chapter 4: Results and Findings
The purpose of this study is to explore the degree to which teachers are trained and
motivated to work in an inclusive school, thus allowing the organization to meet its goal of
implementing inclusive education in school #141 by September 2021. Inclusive education means
that all children, regardless of their race, religion, gender, or disabilities, must be included and
not labeled as “non-educable” (Vygotsky, 2012). This study focuses on teachers’ challenges in
achieving this inclusion goal in ORT Educational Complex #141 in Ukraine. Teachers'
knowledge, motivation, and organizational influences affecting inclusive education in this school
are analyzed (Clark & Estes, 2008). Research questions address teachers’ knowledge,
motivation, and organizational influences that affect inclusive education in this school. These
needs and influences are an essential component of Clark and Estes (2008) gap analysis and help
identify changes that will improve teachers’ performance in enhancing their students' learning.
This study did not use pseudonyms because the school is exceptionally proud of its
accomplishments. However, teachers’ identities remain anonymous. Chapter Four presents
qualitative and quantitative data collected to address two of the guiding research questions:
1. What knowledge do teachers need to implement inclusive education in Ukraine
effectively?
2. What motivation and organizational support do teachers need to work with children with
mental and physical disabilities?
In a purposeful effort to answer these research questions, a survey and individual
interviews were conducted with teachers from school #141, all of whom had participated in
inclusion training since March 2020. Ukraine’s schools have made previous attempts at
inclusion. However, many school buildings in Ukraine remain inaccessible to wheelchairs, and

95
many teachers still lack sufficient training to support children with learning and physical
difficulties. In this Chapter, the results and findings based on data collected from the survey and
individual interviews address the knowledge, motivation, and organizational influences on
teachers’ ability to implement inclusive education effectively. Findings will be depicted for each
research question, beginning with a summary table that presents the main findings in themes,
followed by a more detailed discussion of each theme with evidence to substantiate the
researcher's conclusions. Quotes are used from both the survey and individual interviews to
illuminate the results. The data will establish whether a gap in teachers’ knowledge, motivation,
or organizational resources exists. Based on those findings, solutions will be provided in Chapter
Five, addressing the final research question.
Participating Stakeholders
The stakeholder group consisted of classroom teachers at ORT Educational Complex
#141, who had participated in inclusive training since March 2020. ORT Educational Complex
#141 has 97 teachers, of which 45 teachers began the inclusive training and completed a basic
introductory course via Zoom. Some of these teachers are also administrators as all
administrators are required to teach a subject besides carrying out their administrative duties, a
responsibility which an administrator described as “an opportunity for an administrator to have
live communication with kids. It's very valuable.” Administrators also receive additional pay for
teaching a subject. There was only one executive team member in this sample who was not
teaching and that was the school psychologist.
A team of inclusion experts based in London conducted inclusion training via Zoom.
Fortunately, one of their team members was Ukrainian, so all lessons were conducted in Russian.
Following an introductory course to inclusive education, the Foundation provided the teachers

96
with the opportunity to continue studying with Inclusion Experts each week. Of the 45 teachers,
34 teachers chose to remain in the program. The other teachers decided not to continue due to
time constraints with managing their online teaching from home because of the pandemic. The
continuing instruction for the 34 teachers continues via Zoom so that by the time the school
opens, this group of teachers will have received 18 months of training. The researcher invited
this group of 34 teachers to participate in the survey (Appendix B).
According to Raosoft, a sample size calculator, an appropriate sample size to conduct
individual interviews would be approximately 10% of the population. Since the school’s teacher
population consists of 97 teachers, a sample of 12 teachers were invited to participate in
individual interviews (Appendix D). This chosen sample of teachers participated in the full
inclusion training. The group spanned several age groups and varied in teaching experience,
languages spoken and subjects taught. A translator was present for interviews where the
interviewee did not speak or feel confident enough in English. All teachers and administrators
are Ukrainian, with the majority being female. Although this group lacks gender diversity, it is
typical of a local school in Ukraine. Since Ukrainian teachers’ salaries are meager, few men
choose this profession. It is essential to recognize that the State appoints teachers for each State
school and that the Swiss Foundation or school administration does not influence teacher
appointments.
It is important to note that the inclusion training proved challenging for teachers, as they
all worked from home during an extensive lockdown, and 50 teachers had to receive laptops
from the Swiss Foundation to teach online. Thirty-two of the 34 teachers involved in the
inclusion training participated in the survey. From this population, 15 teachers had worked at the
school between 0-5 years. Seven teachers had been there for 5-10 years, while ten teachers had

97
been at the school for ten years or more. Seven of these teachers (21%) had been with the school
for 15 years or more.
Twelve individual interviews followed the survey. Indeed it is important to note that
teachers’ ages throughout the school range from 22 to 75, underscoring the significant
generational spread. Since Soviet rule in Ukraine only ended in 1991, many teachers in this
school are accustomed to Soviet teaching methodology, which involved lecturing large classes to
cover vast curriculum content. Society viewed the teacher’s role in a negative light (Kutsyuruba,
2016). Not all teachers accept inclusion, but the hope is that the younger generation of
millennials will serve as role models for the more senior teachers.
The vast age range of the teachers suggests that they have different educational
experiences and that their cultural views impact their teaching practice accordingly. This age
difference, combining the skills of experienced teachers with the energy and fresh ideas of
younger teachers, may prove ideal since bridging the intergenerational gap among teachers is
necessary to develop robust collaborative relationships.
From the 34 teachers, 12 participants were purposefully selected for interviews based on
their language, years of service to the school, and their role in the school. Table 5 presents
background information about these 12 stakeholders whose age ranges from 28 to 56 and whose
years of service at the school span three to 28 years.

98
Table 5
Stakeholders who participated in interviews
STAKEHOLDER GENDER ROLE IN
ORGANIZATION
AGE YEARS OF
SERVICE
LENGTH OF
INTERVIEW
S1 F Administrator 30-40 10-15 70 minutes
S2 F Language teacher 20-30 5-10 61 minutes
S3 F Kindergarten teacher 20-30 0-5 34 minutes
S4 F Administrator/
Language teacher
40-50 15-20 41 minutes
S5 M Administrator/
Math teacher
50-60 20-25 53 minutes
S6 F IT teacher 40-50 5-10 48 minutes
S7 F Primary teacher 40-50 25-30 58 minutes
S8 F Deputy Director 40-50 0-5 50 minutes
S9 F Speech therapist 40-50 10-15 46 minutes
S10 F Primary teacher 30-40 5-10 67 minutes
S11 F Science teacher 50-60 25-30 44 minutes
S12 F Math teacher 50-60 10-15 58 minutes

99
Both results and findings suggest significant differences among teachers regarding
aptitude and knowledge, with the more senior teachers having little experience with technology
and inclusion. Simultaneously, the younger generation of teachers seems willing to embrace new
approaches and work collaboratively to achieve change. Nonetheless, teachers agreed that they
work well together, regardless of age, and that they support each other:
So we have a very good team, and yes, we have teachers who are more experienced and
some less experienced and younger. And the younger teachers help us with technology,
and we help them when it comes to dealing with parents, so we exchange help and
support and work well together in a friendly way (S11).
USC IRB approved the study on December 16, 2020. Qualtrics software was used to
construct an 18-item survey (Appendix C), sent to 34 teachers and completed by 32, representing
a 94% participation rate despite challenging Ukraine circumstances because of the pandemic.
Since Ukrainian teachers are accustomed to completing surveys frequently for the Ministry of
Education, they did it without hesitation. The survey, written in both English and Russian, was
emailed to these teachers on January 6, 2021. Although Qualtrics offers an option to translate the
study, the researcher chose to have a certified translator carry out these services. Since not all
teachers and administrators spoke English, the accredited translator (Appendix D) helped
accurately record all data. Translation guidelines insist that good translation avoids changing
semantic components other than those necessary because of language differences (Zavala-Rojas,
2014). Translations should keep the concepts of interest the same across different languages
while preserving the item characteristics and maintaining the intended psychometric properties.
Respondents should understand the questions in the same way, regardless of their language. For
this reason, the questions were simply phrased and connected to the conceptual framework.

100
A four-point Likert scale required participants to choose a response (Robinson &
Leonard, 2018), while the final three survey questions were open-ended. Teachers had three
weeks to complete the survey given their intense work schedules, although it should not have
taken them more than 10-15 minutes. The invitational email (Appendix E) stressed that
participation was optional and anonymous. Participants signed a consent form before starting the
survey and interviews and agreed that they could stop the survey or interview at any time if they
felt uncomfortable. The researcher emailed reminders to the participants after one week.
Interviews were semi-structured and designed to probe and understand the teacher’s
experiences with inclusion (Appendix E). Interviews were recorded via Zoom and then
transcribed by Rev.com. A qualitative data analysis software, NVivo, helped organize and
analyze data from interviews with coding to identify main themes that emerged. The 40 most
frequently used words in the discussions were determined with a word frequency query through
Nvivo. Often-used words included Ukraine, teachers, students, parents, training, support,
inclusion, knowledge, and collaboration. Ten themes emerged from the interview transcripts and
survey and are addressed in this chapter. Figure 7 shows the 40 most popular words used during
interviews.

101
Figure 7
Nvivo Word Frequency
Results and Findings for Knowledge, Motivation, and Organizational Influences
The research questions, the conceptual framework, and methodology guided the study as
previously explained in Chapters Two and Three. This mixed-methods study helped triangulate
data to understand the performance assets and gaps affecting the introduction of inclusion to
school #141. Chapter Four will address the first two research questions, while Chapter Five will
answer the third research question. Teachers took both the interviews and surveys very seriously,
readily offering their opinions. Some teachers even acknowledged how grateful they were to
have the opportunity to share their perceptions, “Thank you, thank you that you care what's

102
going on in Ukraine, what's going on in this school, and I wish you success in what you are
doing” (S11). A teacher answered the open-ended question in the survey with, “Thanks a lot for
the training and chance for change in inclusive education in Ukraine!”
Results and Findings for Research Question 1: Knowledge Needs Necessary for Inclusion
Research Question 1 asked, What knowledge do teachers need to implement inclusive
education in Ukraine effectively? As discussed in Chapter Two, knowledge was assessed and
related to teachers’ factual, conceptual, procedural, and metacognitive knowledge. Table 6
identifies themes gathered from the teacher interviews and surveys related to their knowledge to
implement inclusive education in Ukraine. Following the table, this section presents more
in-depth discussions on the knowledge influences that affect the teachers in this school.
Table 6
Knowledge Influences: Correlation of KMO influences to themes found in data.
Assumed Knowledge Knowledge Gaps/Themes from Data
Influences Type
Knowledge of the
Historical Context
Of Inclusive Education
In Ukraine.
Factual Teachers need to understand why
change is needed and how all students
will benefit from this change.
S2: “ We need to learn to understand
and accept the students more and be
more tolerant of children with
difficulties.”
New Ukrainian School Reforms need to
be clearly understood by the teachers

103
S1: “Before inclusion became
obligatory for schools, they tried all
their ways not to accept a child with
special needs. Now, they can't do this
because of the new laws of Ukraine.”
Factual knowledge also refers
to specific terminology,
definitions, and facts regarding
dyslexia, dyscalculia, ADHD,
Down Syndrome, and autism.
Teachers must meet their students’
needs by understanding how to modify
the curriculum from their receiving
training.
Teachers must know how to motivate
their students and keep them engaged.
Teachers require further training:
S2: “I have never stopped learning and
finding some new ways of teaching. I
just do some training and try to find
new ways of getting some material.”
Procedural knowledge is the
teacher's understanding of the
necessary steps to meet
students’ needs.
Procedural Quantitative data from the survey
showed that 46.8% of the teachers felt
they were not yet qualified to teach
students with disabilities.
S3: "Training gives teachers
information about these problems, how
to cope with these problems, how to
help such children because sometimes
it's really difficult for us to help."

104
Conceptual knowledge is a
teacher’s understanding of
cause and effects and is a
pre-requisite for solving new
classroom problems (Clark &
Estes, 2008).
Conceptual Teachers need to transfer newly learned
concepts of inclusion, learning
disabilities, and teaching
accommodations into their classrooms.
S1: "Teachers are nervous because they
don't know how difficult the kid with
special needs is going to be. There are
reasons why they can be nervous about
launching this new direction, but it's
amazing what the school is doing in
terms of training and preparation."
Metacognition helps teachers
regulate their own emotions,
allowing them to create a
positive classroom atmosphere
where students are motivated.
Metacognition Metacognition protects teachers against
burnout.
S1: “ If teachers don’t have enough
support, their mental health will become
a problem.”
This study examined four knowledge influences through a survey and individual
interviews. The survey and interviews examined teachers’ factual, conceptual, procedural, and
metacognitive knowledge related to inclusive education to determine their preparedness for the
school opening in September 2021. According to Clark and Estes (2008), teachers’ performance
improves when they acquire “conceptual, theoretical, and strategic” knowledge that helps them
deal with unexpected challenges (Clark & Estes, 2008, p.59). Parallel to the literature review,
teachers confirmed how little experience and training they had received regarding inclusive
education at university. Those participating in online training also took other online courses out

105
of fear of not being prepared in time. The Foundation agreed to pay for five teachers to
participate in an online Master’s Program in Leadership and Inclusion through Inclusion Experts
in the UK. Five teachers have already begun this program. It is important to have role models
who can influence other teachers to participate and learn more about inclusive education.
Factual and Conceptual Knowledge of the Historical Context of Inclusive Education and
Meeting the Needs of Students with Disabilities.
Theme 1. Former Soviet Education Continues to Influence Knowledge of Inclusive
Education. The conceptual framework and the Critical Disability Theory helped peel back the
layers of Soviet impact on education. They highlighted the necessity to reform Ukraine’s
educational goals and orientation. Since children born with mental or physical disabilities were
labeled as “non-educable” (Kolupayeva, 2016) under former Soviet education, Ukraine's values
and policies towards these children since Soviet rule calls for change. Devlin and Pothier (2006)
claim critical disability theory “is not fundamentally a question of medicine or health, nor is
it just an issue of sensitivity and compassion; rather, it is a question of politics and
power(lessness), power over, and power to” (Devlin & Pothier, 2006 ; Gillies, 2014; Sleeter,
2010). Seeing disability as a political, cultural and social phenomenon does not help society
understand the barriers and exclusion caused by having a disability.
There is still a stigma attached to the teaching profession, with teachers believing that
society views them as “babysitters,” that children with disabilities are “invalids,” and their
teachers “defectologists” (Vygotsky, 2012). S8 described inclusive education as “a challenging
and difficult topic and area for our society, almost painful.” Negative perceptions have been
passed down from Soviet rule and remain embedded in many aspects of education, as shared in
the survey and interviews with teachers. According to S3, “In our country, kids with disabilities

106
are not treated normally. So it left many obstacles.” Ukrainian teachers’ challenges with mentally
or physically disabled students often stem from their cultural view of stigmatization (Bondar,
2014). The State has tremendous control over all aspects of schooling, appointing and dismissing
teachers, paying salaries, and determining who will have leadership positions. As confirmed by
S4, for many teachers, inclusion is an entirely new concept:
You think that inclusion is just a normal thing in Ukraine. I can say that we didn't get
trained because it was not a problem in our country and nobody wanted to solve this
problem, and nobody wanted to help such children and people. We just accepted it. Some
people didn't want to understand that we can help such children and such people in
school.
S8 confirmed that inclusion is “a difficult topic and area for our society. I even use the
word pain. So it's a pain for our society. That's why it's important to gain relevant knowledge.”
Until recently, inclusive training did not exist at the university as part of teacher training.
According to S1, “Teachers now have to take a small course of 30 hours, I believe, a course on
inclusion.” The stigmatization against people with difficulties is apparent in the school when
parents do not wish to share this information with their child's teacher:
Some parents support their children, and they are eager to help the children and
understand the problem and understand the ways of them, but some are
saying that it's not their responsibility and that our “duty is just to teach them” (S4).
According to S11:
There were not only bad things about the Soviet Union, and we should separate certain
bad things and good things. Again, I was born during Soviet times, and I was trained, and
there were many good things about that training and about the Soviet Union in general.

107
Teachers expressed through the survey that they were confused about how students with
difficulties would be accepted by the other students in their classes (Figure 9). When presented
with the statement, “I am concerned that the rest of the class will not accept students with
disabilities,” more than fifty-five percent of the teachers responded affirmatively, reflecting the
fear that the stigmatization of children with disabilities continues to run deep. It is unknown how
families will react to the reforms, but the entire community has been notified of the anticipated
changes.
Undoubtedly, much work needs to be done with parents to transform their cultural views
about people with disabilities. As reported by an interviewee (S7), “Parents don't tell us, so they
hide information about their child's special needs, but we still have to cope with the child in our
classes.” It will take time for this culture to accept that children with special needs are indeed
educable and belong in regular schools with all children. Figure 8 indicates teachers’ concerns
about the acceptance of students with special needs by other students. Research has indicated
that mainstreaming special needs students into regular classrooms will benefit all students, “This
shift in thinking is based on the belief that methodological and organizational changes made in
response to pupils experiencing barriers to their learning are, under certain conditions, likely to
benefit all children, thus linking together the pursuit of equity and excellence” (Ainscow et al.,
1995).

108
Figure 8
Qualtrics Survey 2021: Are you concerned that the rest of the class will not accept students
with disabilities?
Procedural Knowledge in Implementing Inclusive Processes within the Classroom
Theme 2. Continuing Need for Teacher Training to Build Procedural Knowledge.
While the study participants had received approximately ten months of teacher training on
inclusive practices at the time of the study, needs remained regarding inclusive education. When
asked if teachers felt concerned that they had the necessary knowledge or skills required to teach
students with challenges, 46% agreed that they were not ready to put these procedures into place
for their students. Training will continue to occur every week until the school opens in
September 2021 and then, depending on the additional support teachers need, will continue to be
provided. Although teachers expressed excitement to introduce change, there is a significant
learning curve as their university teacher education program did not offer any inclusion training

109
until recently. Limited training and lack of resources have made it very challenging for teachers
to know what procedures and strategies work best for students’ diverse learning needs.
Successfully implementing inclusion will require time and practice until teachers gain
confidence in their knowledge. According to S6:
One of your questions in your survey asked if our government universities give
enough knowledge, professional knowledge. No, it's not true. No, they do not provide
enough knowledge. No psychology. No information on how to work with inclusive
students. Our pedagogical universities need to change.
During these ten months of training, trainers provided teachers with readings and
webinars before class time. The Swiss Foundation sponsored all training costs. During training
sessions, teachers were then able to demonstrate the knowledge they had learned about different
challenges students might have, such as dyslexia, dyspraxia, ADHD, autism, and Aspergers
Syndrome. There are currently students with these learning differences in the school, but many
remain undiagnosed, or if they are diagnosed, parents withhold this information.
Teachers felt the training was beneficial, and according to one administrator, “A lot of
them took information from these training sessions, and they applied them in their job practices.”
Some teachers had also taken the initiative to participate in courses through Coursera about
inclusive education. In contrast, others had little knowledge about becoming more proficient in
their understanding of inclusive education. Despite being an administrator, S4 admitted, “I have
never worked with such children, I have just read some information,” and now they “never
stopped learning and finding some new ways of teaching. I keep doing training and try to find
new ways of getting materials.” S2 stated, “So I study, I read books on this topic, and it's never

110
been a question for me to study or not.” Despite long days, many of these teachers are dedicated
to “being the best possible teacher I can be for this child” (S1).
While teachers indicated through both the survey and interviews that the training has
been valuable and has increased their knowledge of how to implement inclusive practices, Figure
9 indicates that 78% of teachers agreed that further training is necessary before the new school’s
opening.
Figure 9
Qualtrics Survey 2021: I need additional training to appropriately teach students with an IEP
(Individual Education Plan).
Procedural knowledge is connected to conceptual knowledge (Clark & Estes, 2008)
because best practices in inclusion require understanding concepts that challenge students’
learning. Procedural knowledge is task-specific in that it describes the process of knowing how
things should be done (Rueda, 2011). Survey data indicates that 59% of the teachers felt it would

111
be difficult to give all students the appropriate amount of attention in an inclusive classroom
because they had not yet mastered procedures to manage students with disabilities. Teachers can
effectively use knowledge from training sessions when they know how to motivate students and
what teaching strategies will best meet their needs. The hope is that over time these skills will
become ingrained in teachers as they observe their colleagues. The Foundation will support
teachers throughout the process of opening the new school and well beyond that. Teachers
wishing to pursue a Master’s degree in Inclusion will be encouraged to, with financial support
from the Foundation.
Following successful completion of the introductory course, teachers received
certificates. The second course provided readings and webinars to help them prepare for their
weekly classes. The group of 34 teachers was divided into two groups to allow for more class
participation. Time is limited because teachers have busy schedules, and the content that needs to
be covered is vast. Without reducing teachers' busy schedules, they stated they couldn’t absorb
an enormous amount of new learning and embed it in their daily practice.
It is also worth noting, as Figure 10 suggests, that not all teachers felt the UK-based
inclusive training was appropriate and provided them with the necessary tools. The training was
very UK-based and did not consider nor address the Ukrainian context. Some thought they
needed more concrete, practical examples for use in their classrooms, while others felt there was
much content to cover, and teachers needed to be responsible for some of their learning.

112
Figure 10
Qualtrics Survey (2021): The training received was appropriate for Ukrainian teachers and has
prepared me for the new challenges an inclusive classroom will provide.
Metacognitive Knowledge to Reflect on Practices
Theme 3. Concerns About Additional Workload, Lack of Time to Reflect, and
Possible Burnout. According to the majority of teachers interviewed, the amount of paperwork
required by the State is daunting. Survey responses and bureaucratic paperwork for the State are
required to be completed by teachers, and teachers failing to complete them on time receive
reminders by phone:
It's more about rules in our country regarding the amount of paperwork that we have to
do. And really, there is not so much time for creative projects and what I enjoy. My
inspiration in my job is working with students and parents, for example (S1).

113
Teachers’ fear of adding to their workload related to inclusive practices was
acknowledged by 71% of teachers who participated in the survey. The school needs to free up
faculty from their non-teaching responsibilities to provide time for planning, reflecting, and
collaborating. According to S1, one of the biggest fears looming for these teachers is that “there
will be a building, there will be a class with great equipment, but teachers will be dropped in this
new situation, and they will be alone.” Since several international organizations have visited
Ukraine and conducted research but then failed to follow through, teachers are reluctant to trust
that foreigners will invest financially in their country and provide the needed, sustained support
to implement inclusive education. The Foundation has invested time and funds and hopes this
school will serve as a role model for other Former Soviet Union schools. The theme of concerns
about additional workload was reiterated by S10, stating, “ teachers are nervous about the extra
workload and also about how difficult it's going to be. Some teachers are not super happy about
this extra work and the focus on children with special needs.” Issues of workload will need to be
addressed by the administration to ensure current teachers do not choose to leave.
Burnout occurs when teachers are exhausted from work overload, have low motivation,
feel inadequate and incompetent. Survey data showed that 53% of the teachers who participated
are concerned about their stress level when students with difficulties are included in their classes.
Teachers’ fear of the additional workload and possible burnout was a common theme throughout
all interviews:
I think teachers are going to need a lot of support. And if you don't have time built in for
that, then what happens when a teacher feels they are not coping. This is what's
happening in many schools. The teacher's mental health becomes a problem because
they're so burnt out (S1).

114
The lack of time to reflect is significantly related to them improving on their practices of
inclusive education. They need this time to reflect and learn and improve. If they don’t have this
time, they will likely burnout from inclusive education’s additional demands. Metacognition is
vital to ensure that teachers do not collapse from stress. Self-monitoring is new for these
Ukrainian teachers, and no time is built into their day to allow them to reflect on their learning,
share their thoughts with colleagues, or self-reflect on their progress (Pliushch, 2018).
The school day is long, and classes are large; thus, adding additional students with
challenges will not work unless something is removed from the teachers’ workload. As S7 stated,
“I have to be at school by 7:30 and usually finish around 18:15 each day. But I have one and a
half hours traveling each way.” Administrators must be aware of teachers’ need to practice
reflection related to inclusive practices and monitor teachers who might show signs of burnout to
help them reorganize their schedule, team up with a peer for support and reduce their excessive
workload. Administrators must teach and carry out their administrative duties, which is an
excellent way to keep them engaged with the students. According to S5, "administrators are
allowed to teach not more than nine lessons, which is, again, kind of manageable for me. And
also, the workload is designed in a way so that administrators have at least one or two days when
they are not involved in any teaching at all."
Not all teachers feel that the online training has prepared them for teaching inclusive
classes, but there were still eight months before the new school opened at the time of the study.
The New Ukrainian School (NUS) introduction will bring about many long-overdue changes,
with the final stage of school reforms being introduced by 2029. The focus of these reforms will
become centered on students' needs. Instead of completing 20 subjects per year, students will
take fewer subjects but learn to apply their knowledge. S7 shared the following, “I hope that the

115
new Ukrainian school will support collaboration between parents and teachers. This is the key
thing from my perspective.” The NUS promises to bring radical reforms to Ukrainian education,
but teachers are frustrated that putting these into practice will take too much time. Before
introducing the NUS, “schools tried all possible ways not to accept a child with special needs.
Now, they can't do this because of the NUS laws” (S1). It is hoped that the NUS will help
alleviate some of the workload for teachers and make their jobs more manageable, reducing
burnout.
Summary of Knowledge Findings
Analysis of the data suggests that stakeholders will benefit from continued training to
enhance their knowledge of implementing inclusive education in school #141 so that teachers
feel prepared. Responding to an interview question, an administrator claimed, “I think that there
is a big difference among the knowledge of the faculty” (S1). It will be a challenge to get all
teachers to accept and engage in the training. At present, 34 of the 97 teachers participate in
inclusive training, which points to a widening knowledge gap among those who have chosen not
to avail themselves of this opportunity. Over time, all teachers will need to understand inclusive
education better to effectively teach in the new inclusive school.
It is also essential for administrators, with the Ministry of Education’s agreement, to help
find a balance within the schedule so that teachers have time set aside for preparation and
self-reflection. While teachers still have time to prepare before the school’s opening in
September 2021, 59% of teachers who took the survey indicated that they felt it would be
difficult to give appropriate attention to all students within their classes.

116
Results and Findings for Research Question 2: Motivational Needs Necessary for Inclusion
Research Question 2 asks, What motivation do teachers need to work with children with
mental/physical disabilities? Motivation is driven by expectancy-value theory, self-efficacy, and
self-determination. Teachers' motivation influences how they choose to “work towards a goal;
second, persisting at it until it is achieved; and third, how much mental effort we invest in getting
the job done” (Clark & Estes, 2008, p. 44).
Table 7 lists motivational influences that stakeholders must be aware of to feel efficacious and
respected in their new roles.
Table 7
Motivation Influences
Assumed Motivation
Influence
Motivation Theories Gaps/Themes from Data
Motivation is influenced by
our expectation of success
and the value of that task.
Expectancy Value Theory Fear of expectations from
administrators and parents.
Fear of workload and possible
burnout.
Train classroom assistants to
be supportive to teachers.
Low salaries.
S10: “I don't get extra
payment, I already have a
small salary, and I'm doing

117
the best for my salary. And I
don't want to do extra work
again, speaking of inclusion.”
Building teachers’ confidence
is key to successful inclusive
practices.
Self-efficacy Theory Large class sizes reduce
self-efficacy because teachers
cannot meet the needs of so
many students in a class.
Smaller class sizes will make
this task more manageable.
Need for further training
limits teachers'
self-confidence.
S4: “Teachers hesitate to take
the students with disabilities
because they don’t know
what to do with them.”
SDT provides a lens to
examine teachers'motivation,
professional development,
and wellness
(Ford, 2019).
Self-determination Theory Teachers need to feel valued
by society. Trust and respect
among colleagues will
enhance teachers' motivation
and lead to a more
collaborative teaching style.
S2: “It's important for
teachers as well to grow, to
continue, to gain some new

118
knowledge, and also to build
trust.”
S2: “Collaboration is
important because no one has
all the answers to what works
best for each individual
student.” Collaboration is
vital so that teachers can feel
comfortable sharing their
ideas without feeling a sense
of failure.
Quantitative data indicated
that 96% of teachers felt they
could approach their
colleagues for support if they
needed it. Collaboration with
parents is also vital to the
success of the student.
Burnout is the direct opposite of engagement or “vigor, dedication and absorption”
(Schaufeli et al., 2006). It occurs when too much is added to teachers’ expectations while nothing
gets removed from their workload. Both qualitative and quantitative data suggest many teachers
feel motivated and ready to work in inclusive classrooms. However, there are still a few who feel
anxious about their new role, “our teachers, they are from a Soviet country, and they never know
what to expect from the person above.” (S1) They are anxious because of hierarchical
assumptions which still exist and the lack of knowing who will hold these positions. Someone in

119
authority might clash with teachers' opinions, causing friction because the State appoints these
positions, and the school does not have much control over this.
The sections below present findings organized by themes and related to teachers’
motivation. In addition to knowledge, motivation significantly influences teachers’ performance
(Clark & Estes, 2008). The lack of motivation can impact all Ukrainian teachers because they
work long hours, earn minimal wages, lack training for inclusive education, and have minimal
resources to support them in this challenging task (Dubkovetska, Budnyk, & Sydoriv, 2016).
Expectancy Value Theory: Teachers Need to See The Value of Inclusive Education
Theme 4. Teachers Recognize the Value of Inclusive Education. All learners (Eccles,
2006) who are confident about their expectancy associated with the task will have higher
motivation and success in their new activities. One teacher (S7), who was previously a student at
the school, chose to return to the same school despite living 90 minutes away, “I came back to
my school because there was such an amazing atmosphere there and the excellent group of
teachers brought me back.” Her motivation to work at this school will enable her to set realistic
goals for her students. “Choice, persistence and performance” (Wigfield & Eccles, 2002)
determine teachers’ confidence and success with their students. The expectancy-value theory
suggests teachers will find their new roles challenging if they have little knowledge of or see
little value in inclusive education. The findings indicate that teachers included in the study do see
value in inclusive education. Valuing inclusive education will help teachers attribute their
success with students to their ability and their newly acquired knowledge from training. As
explained by S3, it is clear that teachers value bringing change to their students and their
organization:
I'm proud of our innovations that our school is innovative, and we are not standing on

120
one place, we are going forward, and we are trying something new, and we are like
pioneers in a lot of topics, and schools from the whole country look at us, and they also study
from us, and we change the culture of studying at school.
Self-efficacy: Teachers Need to Have Confidence in Their Ability to Bring About Change in
Inclusive Education
Success in inclusive education comes from teachers who feel efficacious (Bandura, 2006)
in managing challenging students in their classrooms. Training has focused on helping teachers
feel confident and competent in managing the different students they will encounter in their
classroom. Developing strong self-efficacy will help prevent teachers from burning out, but not
all teachers have the confidence to believe they can manage these students' learning and
behavior. For some teachers, motivation comes from their students’ success; for S3 expressed,
“When students come back after going to university, they say that their professional life was so
successful because of our school. That is unbelievable.”
Both qualitative and quantitative data indicated that teachers take their jobs seriously and
fear not being able to meet the expectations of all stakeholders: “You see, the problem is that our
teachers are not ready for this. And they're afraid” (S4). Teachers are unaware of who the
students will be and what difficulties they will have to manage, creating much anxiety about the
unknown. Additionally, S1 claimed that teachers fear “What parents and the students should get
from us, what we can give and where we want to go together with our students and teachers.”
Ultimately, it is the State’s decision regarding which students will be admitted to the school and
who their teachers are.
Theme 5. Class Size Negatively Affects Self-Efficacy. Teachers are concerned about the
size of classes, especially since with 45 students per class, it would be difficult for one teacher to

121
manage an inclusive classroom. Excessive class sizes at #141 have resulted from parents’
pressure to have their children accepted to the school, even though the Ministry of Education
supports 25 students in regular classes as the norm. S4 states, “Concerning the number of pupils
in class, I think, to my mind, the school is overcrowded…” By law classes, this large are entitled
to an assistant; however, such assistants are usually young and untrained, causing more
frustration for teachers than providing support. Teachers have stated that assistants can be more
of a hindrance than help by, for example, “completing students’ homework for them” (S6). S1
suggested the importance of making the class sizes small to confidently bring about change in
their classrooms for students with additional needs.
During the pandemic, Ukraine was reluctant to shut down schools because of its focus on
standardized scores but finally went into strict lockdown after much time had passed. Thus,
teachers have six months to adjust from teaching classes in person to teaching online and then to
teaching inclusive classes in a new school building. There is tremendous pressure on teachers to
have their students perform well, and large classes add to their stress and reduce motivation.
Administrators must put policies into place to limit the number of students per class so that
teachers can manage their classrooms in a more efficacious manner.
Self-Determination Theory: Teachers Need to Feel Valued in Their Role
Theme 6. Lack of Respect for the Teaching Profession. Although teachers are highly
valued within the school, this theme suggests the teaching profession is negatively viewed by
Ukrainian society. As S7 prioritized, “I wish, and I hope that this profession could get that sense
for reputation when I was a student and at least this same level of respect.” The same stakeholder
noted:
One of the most essential things is parents’ consciousness or attitude because

122
they should understand that school is not, for the kids, it's not just for having fun or
playing. It's also from their side, and it’s labor. It's not only the labor from teachers'
sides, their children should also work hard and not just play.
Moreover, S11 claimed that the lack of respect for teachers has become increasingly worse over
the years:
Parents think they know better, and they must remember that teachers are qualified
specialists because they often come to the classroom and tell teachers what to do and how
to do it. It's essential to have respect from parents.
S2 noted, “So yes, there is a lack of respect from the society towards teachers, but there are many
reasons for that.” Poor communication between parents and teachers results in a lack of trust.
Teachers feel unvalued, which affects their self-efficacy. The same teacher explained, “So there
is a need for more work with parents because there's a lack of understanding among them
towards the children with special needs, and similar with other students. So we need to work
with parents and students to send the message, or to build a more positive attitude.”
Additionally, S9 included “that currently, teachers have the lowest exam rates to join the
university. If you want to become a programmer, so then the rates are quite high, and that's more
difficult to begin as a profession. And that's why it explains we have more teachers who are not
meant to be teachers.” The administration plays a crucial role in establishing parent and teacher
relationships. Respect for teachers must be demonstrated by the State as well, as according to
S11, “The value of teachers is not recognized by the State. It used to be different; it used to be
that teachers were treated better. But this generation does not respectfully treat us.” An
administrator shared that there is a “stigma that teachers and school in general, not as much
provides educational sort of services and education, but operates as a babysitter” (S5). Society

123
must address these attitudes towards teachers for teachers to gain confidence in changing their
education system.
Self-determination Theory (Deci & Ryan, 1985) helps us look at ways to optimize the
teachers’ working environment to experience autonomy, connectedness, and competence.
Teachers need to be intrinsically motivated to work in a State school because teachers’ salaries
are approximately $200- $300 per month. Assistant teachers received $150 per month for the
same amount of time. This is why it is imperative for teachers to feel valued by society,
administrators, and parents, as otherwise, they will leave the profession to find more lucrative
jobs. Figure 11 from the Qualtrics survey indicates that teachers feel their organization treats
them well.
Figure 11:
Qualtrics Survey (2021): Teachers are treated and respected as professionals.

124
Summary of Motivational Findings
The school is fortunate that its teachers are self-motivated and passionate about working
with children. As stated by S8, “I can say that most of them just like their job. I think that most
of them just love children and like their job and really, that's all. They just like it.” Considering
low salaries, long hours, low self-efficacy, and the lack of respect shown towards their
profession, there must be deliberate efforts to motivate teachers to stay in the teaching
profession. It is not enough to just like a job under these challenging circumstances. Teachers
suggest the lack of value given to teachers by society and the role that could be played by the
Ministry of Education, where teachers are seen as having a significant impact on their students.
Teacher awards or recognition cannot be granted without the State’s permission, limiting the
administration's authority to show their value. According to the NUS Reforms, salaries will be
increased for teachers by the State, starting from June 2021. These increases are small and will
happen over time. The Foundation has also agreed to supplement salaries for those teachers
involved in inclusive education to motivate and show appreciation for their work.
Provision has been made to add 1000 students to school #141, but the hope is, at the same
time, to reduce class sizes to 20-25 so that teachers do not feel overwhelmed. As suggested by
the teachers, a size reduction would make their jobs more manageable and help reduce stress,
affecting their motivation. Also, more qualified specialists are needed to support teachers and
parents. S10 kept a common theme in suggesting that unrealistic demands are affecting their
motivation and will need to be addressed with the addition of inclusive education, stating:
Build-in time for relaxation because they are so stressed and tired. Think of time
management, maybe like rearranging teacher schedules. If they work extra hours with
students with special needs should receive some bonus.

125
Results and Findings for Research Question 2: Organizational Needs Necessary for
Inclusion
The literature review explored organizational needs for inclusion. This study’s results and
findings have highlighted some critical themes around school culture, finances and resources,
expectations, collaboration, and partnerships related to implementing inclusive education at ORT
Educational Complex #141 in Ukraine. Organizational change depends on the stakeholders’
collective willingness to accept the changes and challenges that lie ahead.
Table 8 presents organizational needs and influences.
Table 8
Organizational Influences
Assumed Designation Gaps/Themes from Data
Organizational
Influence
Cultivate an attitude of
willingness and positivity to
introduce change in attitudes
towards disabled children.
Establish a culture of trust
between administration and the
faculty to achieve the
institutional goal.
Cultural Model Stigmatization has existed for so
long that it is not easy to change
attitudes towards teachers:
S5: “Firstly, the attitude from
society because there is this stigma
that teachers are service providers.
And basically what parents want,
what parents require, teachers have
to implement.”
Trust exists between teachers and
administration, but policies and

126
practices must be in place to
manage the lack of trust between
parents and teachers.
Free up faculty
from their non-teaching
responsibilities
to provide time for planning,
reflecting, or collaborating.
Provide effective role models
within the institution committed
to inclusion and willing to work
with parents and teachers.
Cultural Setting Lack of time for teachers to plan,
reflect and collaborate.
Need for mentoring to support
teachers in increasing their
self-confidence and increasing
their job satisfaction.
46% of teachers who participated
in the survey stated that they did
not have the necessary knowledge
and skills to teach students with
disabilities.
Cultural models and settings are interconnected, and “climate,” “ethos,” and “morale” are
often used interchangeably by researchers (Kutsyuruba, 2008). Positive attitudes towards
inclusion must be encouraged among parents, teachers, and students (Loreman et al., 2016;
Santisi et al., 2014). As S10 stated, “It is important for the whole nation to choose to have a good
attitude towards teachers, because if we have good teachers and good attitudes towards teachers,
then we're going to have a healthy nation.” But, not all teachers feel that way, and as S12
admitted:

127
So, in the beginning, to speak absolutely honestly, I was against introducing the
inclusion approach because of influence by the Soviet system or mindset. And
then, after webinars and step by step, I understood that I was not right.
Not all parents believe it is favorable for their children to be in the same class as children
with difficulties, so parents must also be educated and shown that research stresses inclusive
education benefits (Bondar, 2014; Hrynevych, 2015). Cultural settings are where people come
together to complete “a joint activity that accomplishes something they value”(Gallimore &
Goldenberg, 2001, p. 48). Ideally, it would be the optimal solution if both teachers and parents
valued inclusive education.
Cultural Models: Cultivating a School Culture of Inclusive Education and Trust
Theme 7: A Culture of Trust Exists Between Teachers and Administrators. Based on
qualitative and quantitive data, teachers feel a sense of belonging to the school and trust their
colleagues:
Teachers really trust each other. I hope our school will remain a comfortable place
for studying and working because I appreciate all our teachers for their jobs.
I really want our school to give good knowledge to our students. I just want them to be
ready for their future life, to their future teaching, to enter universities and something like
this, but at the same time, I just want our school to be a comfortable place, not only for
studying but also for living (S4).
According to an administrator (S1):
I am so proud of our teachers. They have a lot of energy, they have a lot of ideas,
and a lot of them really never stop. They want students to succeed, and they make all
the best for this. So, yes, I'm proud of this.

128
Teachers have a tremendous sense of pride regarding their school, and both quantitative and
qualitative indicate enormous trust shared among the teachers:
I am proud of our open minds about what changes our connection with progressive
people, with progressive ideas, and getting ready to change something. And
it's about inner issues about maybe also, I am proud to say that I was with a school
that makes inclusive education possible for children, and I'm really proud of it because
it's important and makes our community more about tolerance (S3).
Theme 8. Further Development of a School Culture of Inclusive Education Needed
Among All Stakeholders. Healthy school cultures have shared values, reliable and transparent
leadership, engaged teachers, and a collaborative environment (Hopkins, 1994; Picard &
Kutsyuruba, 2017; Schein, 2017). It is necessary to understand the culture of #141 related to
cultivating a culture of general acceptance and willingness among faculty to introduce change
toward disabled children and implement inclusion (Clark & Estes, 2008; Schein, 2017). Changes
cannot happen in a school without changing that school's culture (Gallimore & Goldenberg,
2010).
Researchers differentiate between thick and thin cultures in schools, whereby a thin
culture lacks widely shared ideas, and a thick culture strengthens the organization (Hodge,
Anthony, & Gale, 2003). This school must embrace a “thick” culture where students’ diverse
needs and abilities are addressed. Professional development provided for teachers at #141 creates
a thick culture where learning and knowledge are shared collaboratively to sustain change.
The following statement highlights the interviewees (S3) feelings of pride :
I'm proud of our innovations that our school is innovative, and we are not standing in one
place. We are going forward all the time, and we are trying something new. We are like

129
pioneers in many topics, and other schools from the whole country look at us, and they
also study from us, and we change the culture of learning at school.
Based on the interviews, teachers feel a sense of pride working at #141 because they have
such an excellent reputation. Many teachers feel empowered to be working in a school that is
making such a change, and they look forward to bringing new ideas to other schools in their
country. According to S12, “I feel like our school is one of the best schools in Kyiv, especially
remembering our focus on technology. I feel like the team is ready to accept these new
challenges.” However, there is also the sense that teachers need to make a tremendous effort to
facilitate the change and to “learn to accept the students more and be more tolerant of children
with difficulties” (S4). A participant in the survey stated, “Common/joint work of the entire
school staff, parents and students is the right way towards successful teaching in the inclusive
school.” While there is a strong culture of shared values around introducing change toward
inclusive education among those interviewed, the teachers are realistic about the scale of work
that lies ahead.
Cultural Settings: Providing Time, Resources and Role Models to Further Inclusive
Education
Cultural contexts define behaviors and help identify concrete needs (Gallimore &
Goldenberg, 2001). Themes that emerged in the specific #141 settings include the lack of
finances and resources and teachers’ fears of unrealistic expectations of them. In Ukraine, the
school reflects the society it is part of, so children stay late because parents have several jobs. To
allow for inclusive education, the school will need to free up faculty from their non-teaching
responsibilities to plan and reflect and collaborate with other teachers to address their needs.

130
Changing a culture's attitude towards inclusion can be accomplished if parents, students,
and teachers share a positive mindset and do not resist these changes. Effective role models are
desirable to support teachers' new initiatives, demonstrate their commitment to inclusion, and
collaborate with parents. Teachers have developed as potential role models throughout the
training because of their motivation and dedication to accomplish this inclusive education goal.
Theme 9. Need for Additional Finances and Other Resources to Build Inclusive
Practices. Without adequate resources, teachers cannot support students with physical, learning,
or emotional difficulties. Survey data suggested that 55% of teachers felt the school did not
provide them with sufficient resources to accommodate special needs students, such as learning
materials, smaller rooms, and qualified specialists. Teachers have not been informed that those
who work with inclusive classes will have their salaries supplemented by the Foundation. S4
reported that “Another problem is our salary. You understand that it's really a problem in
Ukraine. An average teacher's salary, if it's in dollars, it's about $200 or $300.” S12 highlighted
this concern, “Again, this issue with small salaries, either they should be paid more, or if they
work extra hours with children with special needs they should receive some bonus system.”
In terms of resources, S6 commented that she had “all needed equipment and all needed
help from our administrative staff and other teachers.” Teachers' resources depend on their
subject area, where computers and robotics are of great importance for this culture to become
advanced in science and technology. As stated by S6, “Every classroom has modern equipment. I
know that not many schools in our city and country do not have enough equipment. And
thankfully, if the teacher needs more specific equipment, he can ask, and we try to help him.”
Yet, an English teacher mentioned that there was “a shortage of dictionaries and that more
resources and support were needed for teachers” (S2). It is not easy to find ways to motivate

131
teachers when there is a shortage of money. As S4 stated, “Yes, we try to motivate our teachers
in such a way, but I can't say that we can do a lot in this way. For example, we can just give them
an extra day off, for example.”
Inclusive education can only be implemented when the physical environment meets
identified needs. Although unique classroom furniture for children with physical disabilities is
being produced, there are concerns that factories will not deliver the furniture on time as long as
Ukraine remains in lockdown. Ukraine set aside money for education due to NUS, but the
COVID-19 situation became so complicated that the State reallocated 60% of these funds to
hospitals (World Bank, 2020). While teachers stated that many resources they need are available
in general, there are remaining concerns about salaries and furniture, and other specific resources
to effectively serve children with physical disabilities. Once students are admitted in March
2021, the Foundation will be able to reassess the resources required and ensure that the teachers
can support them to the best of their ability.
Theme 10. Collaboration and Partnerships Require Additional Time and New
Understandings. An area that gained tremendous attention during the NUS formation was
Pedagogy of Partnerships, based on open communication, cooperation, and collaboration among
the school, parents, and teachers (Hrynevych, 2015; World Bank, 2018). Not all Ukrainian
teachers are familiar with working in a collaborative style, and some might feel threatened by
working with a team of specialists to support children with special needs (Loreman et al., 2016;
Kutsyuruba, 2013). According to the NUS, the hope is that teachers become friends of the family
and that parents and teachers will learn to work together for the child's best interests. Teachers at
this school are looking forward to developing stronger relationships with parents, “We need to
encourage parents to be open with us and share the information we need” (S2).

132
Collaboration with parents is not typical for Former Soviet Union (FSU) schools where
Soviet ideology controlled the teachers, who worked in isolation. Since the fall of Soviet rule in
Ukraine (1991), much has changed for teachers. One of the interviewees claimed that “this
school has become my family” (S7), but S2 recommended that “the day [should have] a special
time when teachers can work together and talk to each other. It feels like there is not a lot of time
built in for teachers.”
Survey results show (Figure 12) how teachers feel about working with other specialists in
their classes. Only 12.5% indicated that they felt nervous about having other specialists in their
classrooms, such as psychologists or speech and language therapists. An administrator
commented that “Our teachers work in teams pretty well, and I think it's not a problem.” Indeed,
data from the survey and interviews confirm that a truly collaborative and supportive relationship
exists among the teachers.
Figure 12
Qualtrics Survey (2021): I have never worked with other adult specialists in my class, and I am
nervous about doing this.

133
Teachers have long, exhausting days with their students from 8:00 - 18:00, with hardly
any breaks and no time for self-reflection or collaboration with other teachers. Some teachers are
beginning to share their classroom experiences with their colleagues, depending on the teacher’s
generation. Teachers expressed the perception that while a tremendous amount of trust exists
within the faculty, cultural norms may label pride in a classroom accomplishment as bragging:
And I think it's changing the teachers’ culture that they've come out of the class, and they
just want to talk, create, it’s not a competition but more collegiality. So it's sharing and
collaborating. If I tell a teacher, 'Oh, you know what, I did this in my class, and it worked
so amazingly.' I'm not bragging. I’m sharing so that they can do the same (S1).
The assumed organizational influences focus on the time teachers need to plan and reflect
on becoming confident in managing challenging students. Effective role models will help
motivate and support teachers who are still afraid or reluctant to work with these students.
Having appropriate policies and procedures is necessary to ensure that students' needs are met
and that parents develop trust in their child's teachers.
The same partnership does not always exist between parents and faculty. As one
interviewee described, “it's really harder and harder to find that level of trust with parents and to
explain that we are the members of the same team and the future of your child depends on our
collaboration and not just on the school.” One interviewee suggested, “So there is a need for
more work with parents because there's a lack of understanding among them towards the
children with special needs. We need to work with parents and students to send the message, or
to build a more positive attitude.” Another interviewee suggested that “there are some parents
who can be against such non-ordinary children in their classroom. They are afraid that this
student will bother others.”

134
S7 was hopeful that:
Parents will begin to view other teachers and me as friends and as helpers, as
collaborators, as the same team members. Every year, it's really
harder and harder to find that level of trust with parents and explain that we
are members of the same team and the future of your child depends on our
collaboration, not just on the school. It's about our joint work.
Collaboration with parents is essential, but this is a process that will require much time and
patience. According to S12, “I spend a lot of my time with parents, and it's all about building
bridges. It's about a partnership, becoming partners. And with some parents after years, it feels
like we finally become partners.”
Summary of Organizational Findings
Both qualitative and quantitative data reveal that teachers in this organization are proud to
be a part of this school and feel that their colleagues and administrators respect them. However,
changing parents' attitudes towards children with disabilities is crucial to accomplish this
organization's goals. Changing attitudes will be a challenge because stigmatization against
children with disabilities has been part of Ukrainian culture for such a long time. For inclusion to
be successfully implemented, both teachers and parents must display an attitude of positivity
towards children with disabilities. Parents need to demonstrate respect and trust for their child's
teachers, but this will take time to establish. Teachers, too, need to empathize with the challenges
that these parents face on a daily basis. Teachers' schedules must enable them to work
collaboratively with other teachers and have enough time to meet with parents. Role models who
have received training and are in favor of inclusion can support and motivate their colleagues.

135
Impact of Covid-19 on This Study
Despite the recognized opportunities afforded by distance learning, COVID-19 resulted
in many other serious challenges worldwide and very specifically at #141. The impact of Covid19 was reflected in both quantitative and qualitative data. Covid-19 made teachers re-evaluate
their approaches to learning. Lesson preparation required more time and effort to keep students
engaged. While the impact was not as drastic for older students, the changes affected younger
students more dramatically. According to a participant from the survey:
It was more difficult for younger students to have this whole online education because
they miss proper eye contact, miss each other, need to touch, sometimes need hugs,
although it's now not properly allowed, this is something that you cannot do online.
Another survey participant suggested:
The COVID-19 pandemic has disrupted everyday life, but the crisis has spurred
innovation in education. Innovative approaches are used to ensure the continuity of
education and training, from TV broadcasts, Zoom, and Google Classroom to the
provision of home study kits. We are grateful for the prompt response measures taken to
organize this uninterrupted educational process for all children at 141 “ORT” Kyiv.
On the one hand, teachers were grateful that children were spending more time with their
parents; on the other hand, parents completed homework for their children, and teachers found it
challenging to deal with parents who did not admit that they were helping their children with
assignments:
There is an issue with parents too much helping, so with their involvement where you
cannot check because you don't know whether they actually helped, but you can see
the difference and you feel like definitely there was some help or sometimes too much

136
help from parents, and you cannot give lower grade because you feel like you don't
know how much parents helped.
Many teachers received laptops to teach from home, but not all were familiar with using Zoom
or Google Classroom. Initially, some teachers assigned homework on Facebook because they had
limited experience communicating with their students. They are now far more confident with
using Zoom. Having spouses and children at home while teaching was also a challenge. Despite
this, teachers were grateful for the support and acknowledged the benefits provided by this
experience:
Opportunities have expanded, many training courses and materials have appeared.
Accordingly, the classes have reached a new, more modern level. As for online lessons,
children with disabilities have the opportunity to take classes in their usual environment
(at home) with people who love them (parents). At the same time, they remain active
participants in the educational process.
A UNICEF report (July 2020) states that the practice of ‘deinstitutionalizing’ children
due to the pandemic led to a “23 percent increase in calls related to violence against children”.
UNICEF was concerned that 42,000 children, including children with disabilities, were sent back
home from child-care institutions as a result of COVID-19 measures taken by the Government of
Ukraine. This was done without verifying family conditions to where children returned. Many
are at-risk and in difficult economic conditions. These high stress home environments put
children at the risk of abuse and neglect. Due to limited access and lack of protective equipment,
social workers and child protection professionals could not conduct follow up assessments and
monitor these families.

137
Some teachers showed concern for their student’s social and emotional well-being and
noticed a regression in their students’ behavior. In December 2020, more than 20 teachers fell ill,
and it proved challenging to cover all their classes. The Principal of #141 communicated with
parents via Facebook, and this was his announcement on December 11, 2020:
As of today, there are 21 teachers at the hospital (including a COVID diagnosis with
severe complications), and there are 514 sick students, which is already more than 50%.
There are already ten classes participating in distance learning, including four classes of
primary school. According to data received just now, three more classes of middle and
senior students will be added to this number from Monday! In only nine working days of
December, 1196 lessons required replacement. One of the teachers stopped teaching for a
month because her grandchildren needed her support.
While teachers were able to master newly required skills, many teachers felt they were
“drowning.” An administrator at school #141 suggested that Covid-19 allowed the school to
move forward with online learning and make changes that might not have occurred otherwise.
However, both qualitative and quantitative data suggested there is no doubt that Covid-19
negatively impacted students and teachers in many ways. According to a survey participant:
It is very difficult to work with students who have difficulties with Zoom. They need real
communication with their teacher and classmates. It has forced students to become more
dependent on their parents while preventing their socialization.
And yet, despite the hardships, illness, financial difficulties, and other burdens that Covid-19
caused, teachers still highlighted positive outcomes:
The pandemic has made us re-evaluate all the approaches to teaching that we used
before and has provided us with more time for preparation.

138
Furthermore, S12 felt the pandemic brought many positive changes to the school:
And so I feel like the situation with the virus changed the school and attitude to
school for the better because students understood and learned to appreciate the time
those teachers devoted love, special approaches that were used, and their perspectives.
And I feel like parents also learned to appreciate more teachers.
Summary of Results and Findings
Chapter Four explored the results and findings of the following two research questions:
1. What knowledge do teachers need to implement inclusive education in Ukraine
effectively?
2. What motivation and organizational support do teachers need to work with children with
mental and physical disabilities?
Through an evaluation of KMO influences (Clark & Estes, 2008), the researcher was able
to identify critical emergent themes that impact the implementation of inclusive education at
ORT Educational Complex #141. The important themes that emerged from Research Question 1,
related to knowledge needs, included the following:
● Soviet education's influence on inclusive education
● Teachers need to understand the urgency for change
● The New Ukrainian School Reforms must be clearly understood by all teachers
● The continuing need for teacher training to build procedural and conceptual
knowledge
● Teachers need to learn how to modify curriculum for different students
● Teachers need to know how to transfer newly learned information into their
classrooms

139
● Concerns about additional workload and possible burnout
● Teachers need to learn strategies to regulate their emotions and be positive when
they are with their students
Research Question 2 identified teachers’ strengths and challenges related to motivation
and organizational resources, and the following themes emerged from the data collected and
analyzed:
● Teachers recognize the value of inclusive education
● Teachers need to feel valued by society
● Class size affects teachers’ self-efficacy
● Train classroom assistants
● Remove stigmatization and encourage positive attitudes towards children with
disabilities
● Lack of respect for the teaching profession affects their feeling of being valued
● A culture of trust must exist between teachers and administrators
● Further development of a school culture of inclusive education needed among all
stakeholders
● Need for additional financial and other resources to build inclusive practices
● Teachers’ fears of expectations from other stakeholders
● Collaboration and partnerships require additional time and new understandings
● Build time into the schedule for teachers to plan, reflect and collaborate
● Provide effective role models to work with teachers
This chapter presented themes that emerged from the data related to the KMO assumed
influences in the conceptual framework. These themes are connected to barriers and assets that

140
affect the stakeholders’ goal of implementing inclusive education in their school, ORT
Educational Complex #141. Significant factors were identified, such as improving teachers'
knowledge through training, finding ways to motivate teachers, and identifying organizational
barriers that impact the relationship between administrators, teachers, and parents. By answering
the first two research questions, it is clear that the organization has made substantial progress
toward reaching its goal and still must address additional factors to reach its goal. There is
sufficient quantitative and qualitative data that suggest teachers are not ready for this task and
still need to improve their factual, conceptual, procedural, and metacognitive knowledge.
Interview results indicate that teachers are unsure what to expect because students will only be
admitted in March 2021 for the new school year. Of the 97 teachers in the school, currently, only
34 participate in long-term training, which implies that many teachers continue to have little
knowledge about working with students with mental or physical difficulties. There is also a
shortage of specialists in the school, and new teachers will need to be hired.
This study draws attention to factors affecting teachers' motivation, such as their
tremendous workload, low salaries, lack of respect for their profession, and fears of not meeting
expectations. Ultimately the Ministry of Education and the school administration will address
these issues; however, it is also evident that more teachers will enter the profession, and
relationships between teachers and parents will improve if the current problems are resolved.
The organization has done a tremendous job of encouraging a culture of respect and
collaboration among teachers. Regardless of the considerable age differences, teachers work well
together and respect each other. At the same time, however, the organization must ensure these
teachers do not suffer burnout. Teachers’ schedules should provide time during the school day
for them to be able to reflect and collaborate more regularly. The ten themes that emerged from

141
the study affirm that critical performance gaps remain for the stakeholders to close to create a
truly inclusive school (Clark & Estes, 2008).
Chapter Five will restate the purpose of this study while providing solutions and
recommendations that merit further investigation to answer the third Research Question:
3. What solutions can be offered to best support teachers to provide an inclusive education
in Ukraine?
Table 9 presents a summary of teachers’ needs and influences to implement inclusive
education. Evidence is provided to show the gaps that exist and need to be addressed. Chapter
Five will present recommendations.
Table 9
Summary of Needs and Influences in Inclusive Education
KNOWLEDGE Influence
Category
Need Evidence
Factual Ukrainian teachers need to
understand the educational
biases that were passed down
from Soviet times to
implement more tolerant and
inclusive approaches to
learning.
The State provides the right
to an education to all
Ukrainian children. However,
Teachers fear the lack of
acceptance of students with
disabilities by other students
and their parents. This stems
from stigmatization and
segregation policies that
labeled children with
difficulties (Kolupayeva,
2016)
However, the introduction of
the NUS is bringing
awareness and changes to this

142
their focus on the medical
model still labels and
separates these
children from society
(Hanssen, Hansén, & Ström,
2021). Much of the teachers'
attitudes towards former
Soviet rule depends on the
generation they belong to.
Older teachers find
Soviet-style of education far
more acceptable than younger
teachers, who did not
experience it.
country. Therefore inclusion
will be inevitable by 2029.
Conceptual Teachers and administrators
need to understand
conceptual knowledge
regarding inclusion, learning
differences, and
stigmatization.
Some teachers are studying
privately, while others remain
not fully invested in
understanding students'
difficulties.
Both qualitative and
quantitative data indicate that
teachers feel they need more
training. Although teachers
have received training since
March 2020, they fear
transferring this knowledge
into their classrooms.
Procedural Teachers must learn different
procedures to accommodate
students with disabilities in
their classrooms.Through
46% of teachers said they do
not feel prepared to put these
procedures into effect.

143
online training, they are
learning and sharing ideas.
Metacognitive Metacognition helps teachers
regulate their own emotions
and create an environment
that is positive for all
students. A positive
classroom atmosphere will
help motivate students.
Metacognition protects
teachers from burnout and
stress. If time is not built in
for this, “then the teacher’s
mental health becomes a
problem because they are so
burnt out” (S2).
MOTIVATION Influence
Category
Need Evidence
Expectancy Value Theory Teachers need to see value in
their new role as inclusive
teachers. Their own
expectations of success will
help to motivate them.
Teachers value their new
opportunities to make a
change in their community.
S2: “I believe that from our
school, we can start to change
schools, our state, even state
schools in Ukraine.”
Self-efficacy Theory Teachers need to increase
their self-confidence and trust
that they will do an excellent
job managing all students.
Collaboration with teachers
will help teachers gain
confidence in their ability.
Much respect exists among
teachers, so it is likely they
will work well together to
support each other.
Collaboration with teachers
will help teachers gain

144
confidence in their ability.
Much respect exists among
teachers, so it is likely they
will work well together to
support each other.
Self-determination Theory Teachers need to feel valued
by society. Trust and respect
will enhance their motivation.
Quantitative data suggests
96% of teachers stated they
could approach colleagues for
support.
There is much respect and
collaboration among teachers,
but parents do not accord
teachers similar respect.
S1: “It's all about building
bridges. It's about
partnerships, becoming
partners. And after years, it
feels like they became
partners. But, of course, the
entire situation with COVID
affects the relationship with
parents.”
Within online learning,
teachers feel they have
relinquished some of their
role as the child's teacher to
their parents.

145
With the introduction of the
NUS, Ukrainian society needs
to understand and value the
importance of the teaching
profession.
ORGANIZATION
Influence Category
Need Evidence
Cultural Model Teachers need to feel that
their organization supports
them.
Trusting relationships must be
established between teachers,
administrators, and parents.
Teachers need to support
parents in overcoming
challenges because of the
stigmatization that exists in
Ukraine.
Teachers at this school feel a
tremendous sense of pride,
and one teacher commented
that “this school has become
my family.”
There is a lack of trust
between parents and
teachers.Parents often hide
that their child has a disability
because of the stigmatization
in this culture.
Cultural Setting Teachers need time built into
their schedules to meet with
other teachers and parents to
build effective partnerships.
The school day is very long,
and teachers have no time to
work in groups or meet with
parents.
Mentors can help teachers
increase their confidence and

146
Collaboration is essential for
teachers to work together and
for teachers to work with
parents. Effective role models
are needed to\support and
motivate teachers who are
uncertain about inclusion.
job satisfaction. They can
also help bring positive
attitudes into the community
regarding inclusion.
Chapter Five: Recommendations

147
The downfall of the Soviet Union in 1991 left Ukraine with a rigid educational system in
need of reform (Bondar, 2014). Stigmatization that existed during Soviet times labeled all
children with disabilities and removed their access to specialized support in schools (Philipps,
2009), encouraging segregation. Eastern European countries’ educational development suffers
from deep-rooted political and ideological traditions, where defectologists placed students with
special needs into separate educational institutions and special schools (Hanssen, Hansén, &
Ström, 2021). In 2016, the Ukrainian government introduced a new national plan, the New
Ukrainian School (NUS) Concept, to reform the educational system and focus on a more
child-centered approach, focusing on providing inclusive education to all children by 2029.
The introduction of the Salamanca Statement and Framework for Action in 1994
postulated that all children should learn together in an inclusive environment, with schools
responding to student’s diverse needs. Students with special needs must be accommodated with
appropriate curriculum, resources, and teaching strategies while allowing them to remain part of
their regular school communities. The goal of inclusion is to place such students within a
minimally restrictive environment in which they enjoy greater personal and emotional safety
than institutional care. The Statement of Salamance recommended that teacher training focuses
on positive attitudes towards children with disabilities. In contrast, teachers should prepare to
serve various disabilities rather than one specific disability (Hughes & Talbott, 2017).
Inclusive education is a complex process implemented differently depending on the
country, history, resources, and trained teachers and specialists (Wiley, 2017). Challenges and
obstacles regarding inclusive education involve lack of funding, class sizes, attitudes towards
disability, lack of teacher training, lack of resources, and the lack of policies and procedures. In
2016, Ukraine introduced the New Ukrainian School (NUS) to address these issues. The NUS

148
introduction was a three-step process that aimed to promote partnerships, address teachers’
motivation, implement student-centered teaching and learning, create a new school structure,
increase funding, and provide better education access. The NUS encouraged teachers to become
agents of change, which meant they needed intense training to prepare them (Budnyk, 2018;
Matviienko, 2017; Nychkalo, 2017) for their new, demanding role, including related to inclusive
education.
The implementation of inclusive education in Ukraine is full of “loopholes in legislation
concerning children with disabilities; its inconsistency with international standards and lack of
legislation on special education” (Zaiarniuk, 2015, p. 191). If society is unable to meet these
children’s needs, they will not be able to integrate into their community (Dubkovetska, 2016;
Leonard, 2015). The exclusion of disabled children from receiving an education to meet their
diverse needs continues their alienation until adulthood. Inclusive education offers safer and
healthier environments for disabled children, while at the same time preventing the unnecessary
loss of life in institutional care (Dubkovetska, 2016; Leonard, 2015).
Chapter Four presented quantitative and qualitative data and abductive information to
answer the following two research questions:
1. What knowledge do teachers need to implement inclusive education in Ukraine
effectively?
2. What motivation and organizational support do teachers need to work with children with
mental and physical disabilities?
Results and findings presented in Chapter Four led to recommendations to address the third
research question guiding this study:

149
3. What solutions can be offered to best support teachers to provide an inclusive education
in Ukraine?
According to the Commission on International Education of the New England
Association of Schools and Colleges (NEASC), an inclusive school is “one that successfully
educates a managed number of students with mild, moderate and intensive learning disabilities
and with exceptional ability.” However, NEASC’s concept of ‘inclusiveness’ extends well
beyond this traditional definition and challenges learning communities to review how
stakeholders feel ‘included’ in their community (NEASC, 2017).
Chapter Five provides recommendations to underpin the identified and validated
influences on inclusive education goal achievement for ORT Educational Complex #141. An
implementation and evaluation framework will support the most critical themes emerging from
the data to ensure its smooth transition into a truly inclusive school. This chapter also offers
suggestions for future research and a reflection on the importance of such further study.
Clark and Estes (2008) gap analysis helped assess teachers’ knowledge, motivation, and
organizational assets and barriers that may support or impede their performance related to
inclusive instruction. The Clark & Estes (2008) framework examined the following types of
knowledge that could impact teachers' preparedness for inclusion: factual, procedural,
conceptual, and metacognitive factors (Krathwohl, 2002; Rueda, 2011). Motivational influences
are of great concern since the teaching profession in Ukraine is regarded with much disrespect,
and teachers do not feel valued by their society. As a result, young people are turning towards
more lucrative careers. Organizational influences included examining how the existing Ukrainian
decision-making culture might constrain inclusive education implementation since collaboration
between teachers and parents, planning and reflecting, and collaborating with other teachers is

150
not standard (Gallimore & Goldenberg, 2001). Also, Critical Disability Theory (1937) was used
as an overlay to help identify the influences on the provision of inclusive education in Ukraine
and how this society has denied inclusion to people with disabilities (Hall, 2019; Minich, 2016;
Reaume, 2014).
Before the researcher collected data, USC IRB approved the study proposal. Individual
semi-structured interviews gathered qualitative data, while this teacher population participated in
a Qualtrics survey that provided quantitative data. Stakeholders included the 34 teachers at ORT
Educational Complex #141 who had undergone extensive training for inclusive education. The
methodological approach for this study is a convergent mixed methods design, where the
researcher “collects both quantitative and qualitative data, analyzes them separately, and then
compares the results to see if the findings confirm or disconfirm each other” (Creswell, 2017, p.
300). This rigorous method for collecting quantitative and qualitative data is complex and
time-consuming but provides the researcher with answers to the research questions (Olivier,
2017). By combining the strengths of qualitative and quantitative methods, respectively, the
researcher intended to minimize the limitations inherent in both approaches (Creswell, 2016).
The researcher emailed the survey to 34 teachers, resulting in a response rate of 94 percent. A
sample of 12 teachers from the same group subsequently participated in individual,
semi-structured interviews. Rev transcribed the interviews, and NVivo coded the documents to
highlight the emergent themes.
Recommendations for Practice to Address Knowledge, Motivation, and
Organizational (KMO) Influences on Performance
Research-based recommendations derive from the Literature Review (Chapter Two) related
to the results and findings identified in Chapter 4. Recommendations are in three categories:

151
knowledge, motivation, and organizational recommendations for practice (Clark & Estes, 2008).
The first research question addressed the knowledge teachers need to implement inclusive
education in ORT Educational Complex #141. This section will address factual, procedural,
conceptual, and metacognitive (Krathwohl, 2002) knowledge findings and present
recommendations to improve teachers’ knowledge acquisition. ORT Educational Complex #141
will open a new campus in 2021 with the mission of implementing inclusive education while
removing the stigmatization of those with disabilities.
Knowledge Recommendations
Both Chapter Two and Chapter Four highlighted the implications of the teachers
lack of knowledge about inclusion and its impact on the stakeholders’ efforts to achieve the
desired goal of implementing an inclusive school in Ukraine. A gap exists between ideology and
teachers’ lack of knowledge regarding how to teach a large group of students with varying needs
and abilities. This gap enhances the division that prevents the process of inclusion from being
realized.
Several themes emerged from data regarding the first research question about the
knowledge teachers require to implement inclusive education in Ukraine effectively. Themes
included:
1. Former Soviet education continues to influence knowledge of inclusive education.
2. Teachers need to learn to understand and accept their students' challenges.
3. Further training is required to increase teachers' knowledge about keeping students
engaged with appropriate resources.
4. Teachers do not yet feel prepared to take on the challenge of meeting their students’
needs within inclusive classrooms.

152
The following knowledge recommendations in Table 10 align with the findings and
themes discussed in Chapter 4. Table 10 offers summative recommendations to address factual,
conceptual, procedural, and metacognitive knowledge (Clark & Estes, 2009). These
recommendations will help teachers fill in the gaps in knowledge and build confidence in and
awareness of their knowledge acquisition (Rueda, 2011).
Knowledge Recommendations
Table 10
Summary of Knowledge Influences and Recommendations
KNOWLEDGE
Influences
Reference Recommendation
Factual Factual knowledge helps
teachers to understand
segregation, the
consequences, and why this
system should change to
benefit those with mental and
physical difficulties (Hughes
& Talbott, 2017).
“Knowledge and motivation
systems are the most vital
facilitators or inhibitors of
work performance” (Clark &
Estes, 1999, p. 44).
Not all teachers share the
Encourage teachers to be
open to change and
understand how their past has
shaped their culture. Teachers
fear a lack of preparation in
managing challenging
students.
The organization must hire
experienced inclusive
education teachers from other
European countries to
promote positive mindsets
about inclusion to Ukrainian
teachers and parents.
Encourage teachers to revisit

153
same goals for inclusive
education. Some teachers
experienced Soviet-style
education and were satisfied.
the new school Mission and
Vision Statement (March
2020), which should be
posted around the school and
be visible for all to see. It is a
reminder of desired goals and
changes anticipated for
students in their country.
Procedural The tasks and techniques
relevant to the
implementation of procedures
require procedural knowledge
(Anderson & Krathwohl,
2001).
It refers to the skills and
methodologies teachers need
to modify curriculum and
assessment for their students
Through training, teachers
will master the procedural
skills needed to teach students
with disabilities. Leaders will
need to have procedures in
place for teachers to follow,
so that teachers feel supported
and have the appropriate job
aids, schedules and know
what strategies are
appropriate.
Procedural knowledge also
helps teachers know how best
to motivate their students.
Training will continue to
support teachers once they are
in their inclusive classrooms
Conceptual Conceptual knowledge helps
organize information and set
realistic goals for students
Training, reading and group
discussions will help teachers
expand their conceptual

154
and teachers (Rueda, 2011). knowledge and transfer their
learning to their classroom.
Metacognitive Metacognition is important
for teachers to regulate their
emotions and provide a
positive atmosphere in their
classroom for their students.
Teachers need time built into
their schedule to be able to
plan andreflect on their
lessons.
Undoubtedly, for teachers to understand the necessity of change within the Ukrainian
education system, they must understand the historical context of inclusive education in their
country. The literature review addressed stigmatization and abuse in institutions (Dobrova-Krol,
2017). Inclusive education in Ukraine is understood if one remembers that, until now, Ukrainian
culture has relied on a pervasive system of special schools and segregated education (Hanssen,
Hansén, & Ström, 2021). The transition towards inclusion requires a sustained process, as it
needs to change deeply-rooted prejudices and values that have existed for decades.
Teachers must also realize the complexity of this transition from an entrenched system of
institutional care to a country that takes care of people with disabilities and encourages inclusion
(Mathews et al., 2015). This research suggests that teachers continue with training to feel
confident in managing their classrooms regardless of their students' difficulties. The
recommendation to address this finding is to continue with weekly online training sessions
through Inclusion Experts. Teachers receive readings to prepare that week’s topic, while online
sessions provide time for teachers to share their knowledge or ask questions. For those teachers
who are more engaged in learning about inclusive education, the Foundation has offered to
subsidize a Master’s Degree online in Inclusive Leadership. Further instruction will hopefully

155
prepare teachers to educate their colleagues and become experts in inclusive education. The
achievement gap can only be closed if we “professionalize the teaching force” (Rueda, 2011, p.
5).
Recommendation # 1: Encourage Teachers to be Open to Change. Teachers’ challenge
is to shift their focus from special education to viewing inclusive education as granting all
students equal rights and opportunities. Therefore, teacher education should improve all
teachers’ capabilities in managing a diverse classroom (Hanssen, Hansén, & Ström, 2021).
Teachers’ attitudes and beliefs can become barriers to inclusive education. This study does not
consider the objectives and values of teachers who have not yet participated in inclusive
education training. Hopefully, role models will train and motivate teachers to accept these
necessary changes for all students’ benefit.
Not all teachers will accept changing their pre-existing mindsets to support diversity
within an inclusive environment, and some might even view this as creating further problems for
society (Hanssen, Hansén, & Ström, 2021). Teachers did not receive the choice of whether or not
to work with children with disabilities. Therefore, the administration, Board, and Foundation
must support teachers to flourish in their new situation. Placing students with difficulties in
regular classrooms can pressure the teacher if they are aware of not being able to meet the
students' needs. If the experience is positive for teachers, then this will increase retention rates.
Sustainable and ongoing training will help teachers feel prepared to have challenging
students in their classrooms and become knowledgeable about modifying curriculum and
providing alternative assessment methods. The New Ukrainian School will encourage inclusive
education, so that “pupils with special needs will have facilities created for learning together
with their peers” (NUS, 2016). Teachers require the skills to differentiate content to meet

156
students’ needs with diverse abilities while utilizing various teaching methods. Simultaneously,
teachers need to be supported by qualified learning support teachers, classroom assistants, and
specialists.
Recommendation # 2: Goal Setting for Stakeholders. Educators need to be very clear
about the goals they wish to accomplish for themselves and their students. The objectives of
inclusive education differ depending on each country and its values regarding children with
disabilities. Still, for Ukraine, the reforms are an opportunity to provide all children with an
excellent education and safeguard their prospects and role in society. For many teachers, this
goal is at odds with the education system they participated in as students. Therefore, for
performance to improve and attitudes to change, teachers must clearly understand their
organization’s goals (Bandura, 1997). The NUS requires teachers who want to become agents of
change. For the first time, teachers will have the freedom to choose their own textbooks, syllabi,
methods of instruction, as well as their own professional development.
According to Clark and Estes (2008), “Organizations need to be goal-driven” (p. 21).
School #141 aims to provide a meaningful and successful inclusive education for all students,
where all students feel supported, challenged, accepted, and nurtured. Goals for teachers need to
be “concrete, challenging and current” (Clark & Estes, 2008, p.26). To include teachers in the
changes implemented at school #141, international educational experts and Ukrainian educators
from Kyiv University met with teachers and rewrote the Vision and Mission statement (March
2020).
Figure 13 shows the school's revised Vision and Mission statement to help teachers
understand, align with, and implement the new focus on inclusiveness.

157
Figure 13
Organization’s Mission and Vision Statement
“A Beacon for Ukraine, A Haven for All Children”
Mission
We are
An inclusive Ukrainian Kindergarten to Grade 11 state school, anchored in Jewish tradition and
values, with an open mind towards all. Our learners are critical thinkers, creative makers,
socially responsible actors, and emotionally and physically healthy individuals. We prepare our
graduates for universities, colleges, polytechnics, and other higher education institutions in
Ukraine, Europe, and the United States.
Vision
In our community
● Everyone is a learner
● Everyone’s strengths, interests, and passions are nurtured
● Everyone is included, challenged, and supported
● Everyone has equal access to education
● Everyone embraces our values, expectations, and aspirations
● Everyone feels safe and valued
Aspirations
We will
● Raise the next generation of global-minded Ukrainian leaders
● Prepare learners for a challenging world of work
● Enrich our school with a fully inclusive learning environment
● Put the children’s well-being and health at the center of all we do
● Use technology as a core tool to enhance learning
● Promote innovative teaching and learning
● Partner with like-minded experts and organizations
● Involve parents in the education of their children
● Participate in sustained professional learning

158
Procedural Knowledge Recommendation
Pertaining to the first research question, the theme arose that teachers required further
training to enhance their procedural knowledge and implement inclusive practices in their
classrooms. When teachers know how to implement inclusive practices effectively, they can
motivate their students by utilizing teaching methods best suited to different student needs.
Teachers have received thirteen months of online training, yet the findings suggest not all feel
prepared to manage their students’ difficulties because these steps can be sequential or intricate
processes (Rueda, 2011). Quantitative data showed that 46% of teachers do not feel ready to
teach children with difficulties. Since some teachers are afraid that they will be placed in a new
building and expected to fend for themselves, they need to know that training and support will
continue to be available once they open.
Recommendation # 3: Use of Role Models. One recommendation to address some
teachers’ persistent feelings of a lack of preparation is to ensure they have access to other
teachers as role models. Several teachers have started a Master's Degree in Inclusive Education
(Inclusion Experts, UK). There is a distinct shortage of sufficiently trained and knowledgeable
teachers to work in inclusive environments in Ukraine (Dubkovetska, Budnyk, Sydoriv, 2016),
and qualified and experienced teachers are in high demand. Teachers benefitting from advanced
training hope to serve as role models within their school and other schools in their district to help
eradicate former Soviet prejudicial beliefs about disabilities. However, it is important to this
organization that they do not lose the teachers they have spent time and money training. Due to
the shortage of trained teachers, the school will also need to hire teachers from other European
countries. The concern is that salaries are so much lower in Ukraine than other European
countries, that it will be difficult to find teachers with experience in inclusion. Role models will

159
bring positive attitudes and the belief that teachers can accomplish whatever they set their minds
on achieving.
Conceptual Knowledge Recommendations
Teachers - indeed all stakeholders - need to have a clear conceptual understanding of
inclusive education and special needs students. The conceptualization of special needs students
in Ukrainian documents indicates that definitions vary considerably, thereby exacerbating the
challenge to move towards inclusion (Hanssen, Hansén, & Ström, 2021). Conceptual knowledge
helps organize information and set realistic goals for students and teachers (Rueda, 2011).
Teachers must feel efficacious in their use of conceptual knowledge, which is multifaceted and
can be quite complicated because it involves “the understanding of categories, classifications,
principles, generalizations, theories, models or structures pertinent to a particular area” (Rueda,
2011, p. 28). Following the online training sessions, teachers will need to organize the newly
learned information and transfer it effectively to their classrooms (Anderson, Krathwohl, &
Bloom, 2001). Although teachers’ assessment does not occur in Ukraine, appropriate experts will
need to evaluate whether teachers meet their students’ needs and the organization’s expectations.
The school could set up a library of inclusive reading materials for teachers to sign out and
engage in ongoing professional study and reflection. Further training, reading, and group
discussions will strengthen teachers’ conceptual knowledge and understand different theories,
concepts, and inclusive education models.
Recommendation # 4: Build Time Into the Schedule for Collaboration. The need for
collaboration among school community members was an important theme to emerge during this
study. Both quantitative and qualitative data gathered during research suggested that teachers
collaborate with and trust each other and that they also have trust in the Administration.

160
However, one should bear in mind that these results only apply to approximately
one-third of the teachers who received training and participated in this study. There is also
evidence that teachers support each other despite differences in age, knowledge, and work
experience. The teachers' ages vary from 22-75, which means that Soviet-style education has
shaped some’ professional practice, while others never experienced the assumptions embedded
in such training. Also, younger teachers are familiar with technology, while some of the older
teachers are still learning how to use technology effectively.
According to Lewin (1939), it is essential to find the “gatekeepers” who will have a
positive influence on all other teachers to enhance conceptual knowledge. Since not all teachers
share the same inclusion goals, assigning teachers to groups where age and individual goals vary
is essential. Kutsyuruba (2016) claims that teachers' voices have remained unheard during this
time of educational reforms. But, building regular, weekly time slots into the schedule for
professional dialogue and effective modeling practice will contribute, over time, to change
teachers’ mindsets who do not support inclusion (Baluk et al., 2019). Furthermore, this
additional planning time will reduce stress, while also providing time for teachers to reflect on
different approaches to their teaching methods.
Although teachers collaborate, there is little ongoing, collaborative dialogue between the
school and parents. Research indicated that teachers would like to develop partnerships with
parents, listen to each other, provide support and share concerns about the student. Building time
into the schedule will allow teachers to collaborate more frequently and allow parents to come
into the school and meet with teachers. Parent-teacher-student relationships will create positive
values and attitudes for all stakeholders.

161
Metacognitive Knowledge Recommendations
Metacognition helps teachers manage their learning so that they can successfully enhance
their students’ learning. It is vital for teachers to ensure they do not burn out due to excessive
stress on the job and that their well-being allows them to create a positive classroom
environment. The habit of self-reflecting on what works for students and what needs to change
can only improve their teaching quality. Self-reflection will be critical as teachers take on new
practices related to inclusive instruction. The findings suggest that teachers currently do not have
time to reflect on their practices due to their long work hours, after-school programs to
supplement their salary, and lack of preparation time built into the schedule.
Recommendation # 5: Train Classroom Assistants. Although Ukrainian teachers are
entitled to a classroom assistant, and a teaching assistant can provide teachers time to self-reflect,
many felt having a teaching assistant was not beneficial because assistants typically were young
girls with minimal training. Qualitative and quantitative data revealed teachers' frustration with
assistants who completed homework for students without increasing students' level of
undersatnding. Assistants also need the training to assist teachers in the classroom as they
transition to inclusive education and help prevent teacher burnout (Sharma & Salend, 2016).
Professional support by classroom assistants to teachers will be significant with introducing new
and ‘challenging’ students, but this will require classroom assistants to engage in inclusive
practices and give teachers time to reflect on their practices.
The administration must adjust teaching schedules to include time for reflection,
planning, and collaboration. Starting school one day a week early or ending the day an hour early
allows all teachers to be on campus, have meetings with their Department Chair, and bring in
experts on inclusion. Time should be allocated regularly for teachers to engage in professional

162
development during the school day, rather than after school. In addition it would be beneficial to
shorten the school day since students are no longer required to take 20 subjects. Providing
planning time for teachers and homework time for students helps lower the level of anxiety for
all.
The second research question addresses the motivation, and organizational resources
teachers need to support children with difficulties effectively.
Motivation Recommendations
Motivation has a significant impact on teachers’ performance (Clark & Estes, 2008)
because their low motivation will impact all stakeholders. Barriers that lead to Ukrainian
teachers’ lack of motivation stem from long work hours, minimal wages, lack of training, and
insufficient resources to support their teaching (Dubkovetska, Budnyk, & Sydoriv, 2016). As a
result of trying to meet the administration and parents’ expectations and their expectations,
teachers often burnout. Both quantitative and qualitative data suggest teachers fear unreasonable
expectations, burnout, and demanding workloads as they move towards inclusive education.
Mental and emotional stress is likely to cause teachers to opt for more lucrative and less
demanding professions. Hiring additional school psychologists to offer support to teachers and
ongoing professional development in inclusion will help teachers build resilience and
self-confidence and enhance their ability to meet their students’ needs.
Leaders in the school will need to be transformational leaders with a clear, purposeful
vision and direction. They must keep teachers motivated on challenging days while clearly
understanding best practices for students with physical and mental challenges. Leaders' mindsets
must change from a “barrier-deficit-thinking to enabling success and seeking what is working in

163
inclusive education” (Schuelka, 2018, p. 7). When leaders accomplish this, then the organization
can move closer to achieving its goal.
Further aggravating motivational issues were the need to address and overcome the
negative consequences caused by COVID-19, with sick teachers and students absent for
extended periods. Teaching online for the first time proved to be a challenge for teachers
unfamiliar with technology. Homeschooling added to tensions and undermined trust between
teachers and parents, as parents often completed their children’s homework but denied doing so
to teachers. It is crucial to develop trust between parents and teachers to respect and follow
teachers’ recommendations. In contrast, teachers need to understand parents' frustrations at
supporting their children at home without resources.
Inclusive education requires teacher training, resources, respect for teachers and
administrators, and a partnership between parents and the school to meet students' needs.
Keeping teachers motivated despite difficult circumstances, low salaries ($200-$300 per month),
and parents’ lack of respect is exceptionally challenging. Data indicated that teachers feared
expectations were unrealistic and that the workload that inclusive classrooms would impose
would be too demanding. There are several ways for teachers to feel appreciated by parents and
to develop strong partnerships. Class sizes are substantial, with approximately 40-45 students
per class. These classes must be significantly reduced so that teachers and students have
opportunities to be successful. Teachers also do not feel valued by society, and changes need to
be made by the Ministry of Education to recognize the teaching profession’s value. Several
themes emerged from data regarding the second research question about the motivation teachers
require to implement inclusive education in Ukraine effectively. Themes included:
1. Fear of expectations from other stakeholders.

164
2. Fear of workload and possible burnout.
3. Low salaries for additional workload.
4. Large class sizes with more challenging students.
5. Need to feel valued by society.
6. Need further training to gain self-confidence.
The following table (Table 11) provides recommendations for improving teachers’ motivation.
These recommendations, which follow, rely on motivation theories to support the stakeholders.
Table 11
Summary of Motivation Influences and Recommendations
Motivation Influence
Findings Reference Recommendation
Not all teachers felt efficacious
in managing inclusive
classrooms because of the large
class sizes.
Factors affecting self-efficacy
include performance
accomplishment, vicarious
experiences, verbal persuasion,
and emotional, psychological
states (Bandura, 1997; Pajares,
2006).
Self-efficacy is the foundation
of human motivation,
performance accomplishments,
and emotional wellbeing
(Bandura, 2006).
Reduce class sizes so that
teachers will feel more
efficacious in managing their
students' varying disabilities.
Find ways to reward and
praise teachers during
assemblies or in the school
magazine. Celebrate teachers'
birthdays and special events.

165
Teachers believe that their
profession is not placed in high
regard by Ukrainian society.
Teachers will engage more in
training when they feel it
provides them with a sense of
value (Eccles, 2006; Clark &
Estes, 2008), and feel more
motivated when they value the
task (Eccles, 2006).
Allow teachers to present
what they have learned
during training sessions and
encourage dialogue in small
groups. Encourage teachers
to ask for help when needed.
Administrators should
recognize changes and
improvements teachers are
making with a handwritten
note. Provide leadership
opportunities for teachers
who have participated in
advanced training.
Self-determination helps
examine teachers' motivation,
professional development, and
wellness.
The atmosphere created in the
classroom by the teacher will
provide opportunities for
autonomy that lead to long-term
effects to change their behavior
and cognitive skills (Ford, 2019;
Gagné & Deci, 2014;
Ntoumanis et al., 2020).
Show teachers how to create
positive classroom
environments and identify
ways to ensure teachers are
confident in managing
challenging students.
Teachers feel parents are
disrespectful and that their
profession is not valued.
Not all teachers felt they had
resources to support students,
The Ministry of Education also
needs to help change society’s
perception of teachers.
Teachers lack financial security,
while society fails to recognize
Encourage parents and
teachers to work together on
different school activities.
Provide resources to support
teachers in the classroom.

166
while other teachers felt the
school was very generous.
their contribution
(Khlebosolova, 2018;
Kovalchuk, 2015; Kutsyuruba,
2011).
Self-efficacy Recommendations
Participants explained that although many of them love their work, they fear the
additional workload added when the school becomes an inclusive school. Large class sizes are
daunting for teachers when they know inclusion will add those challenging students to their
group. It is essential that the administration reduce class sizes significantly and that teachers have
trained assistants to make their job more manageable and enjoyable. Leaders need to seek
permission from the Ministry of Education to reduce class sizes. Since this school is a state
school, national leadership policies on inclusive education will impact decisions. The intention is
to provide a system so effective that the Ministry of Education takes notice and affects systemic
change for all students in the country.
Teachers fear they will be “dropped into a new building” and forced to survive left to
their own devices. Not feeling efficacious in their ability will likely reduce their motivation to
succeed. The trainers are doing everything possible to build the teachers’ self-confidence
because “a healthy measure of self-efficacy protects employees against burnout and stress”
(Lauermann & Konig, 2016). Teachers need to believe in themselves and value their goals to
succeed in the tasks they want to accomplish. When teachers have successful experiences with
students, their expectations increase; however, they are likely to avoid risk-taking and lower their
expectations if they are not successful.
Motivation Recommendation # 6: Find Ways to Reward and Praise Teachers. In a
school where there is a lack of resources, it is essential to praise and recognize teachers

167
differently (Olafsen et al., 2015). Salaries do not always have a direct effect on job satisfaction.
According to Olafsen et al. (2015), organizations should “strive to create a need-satisfying work
climate to motivate employees to perform better rather than focusing all of their efforts on
compensation systems” (p. 455). Leaders can accomplish praise through providing positive
feedback, acknowledging employees’ efforts, providing professional development, asking and
listening to employees’ opinions, and acknowledging their perspectives.
As has been seen, many teachers in school #141are intrinsically motivated and work long
hours while also studying to become the best possible teacher for their students. Therefore,
creating appropriate leadership roles plays a significant role in helping teachers feel connected
and motivated to change their country's educational system (Kutsyuruba, 2011). Rewarding
teachers who have made substantial changes in their classrooms with leadership opportunities
will encourage efficacy and self-determination. Encouraging them to lead training sessions for
teachers who have not yet received any training is one way of acknowledging the importance of
such contributions.
Writing about a teacher in the school newsletter or having students decorate a teacher’s
class for a birthday will go a long way to build that teacher’s self-confidence. Students can be
encouraged to write thank-you notes posted on a board for the school community to see.
Administrators should always follow up a successful meeting with a quick email to thank the
teacher. Parents should be encouraged to participate in school events and support teachers as
much as needed. It is traditional for students to bring flowers on the first day of school, but there
needs to be ongoing communication between parents and teachers to strengthen this bond.
Expectancy Value Recommendations

168
Equally important, stakeholders must see the value of their work, enjoy working with
disabled children, focus on setting goals and be provided with time and resources to avoid
burnout. These teachers need to value inclusive education to bring about change. Expectancy
Value Theory proposes that our “choice, persistence, and performance” will be determined by
how much we value our task and have confidence in our performance (Ryan & Deci, 2018).
Convincing teachers of the value of persisting with training will assist their classroom
performance and improve their new students’ outcomes (Mayer, 2011). The key players will be
teachers who are “subject experts, experienced operators, motivators, networkers, learning
experts, and outside experts” (Schwandt & Marquardt, 1999, p. 245).
Recommendation # 7: Teachers recognize the Value of Inclusive Education. Teachers
will have tremendous success and motivation in their new roles if they are confident about their
expectancy associated with these tasks (Eccles, 2006). If teachers do not see the value of
inclusive education, then they will find their new role challenging and unfulfilling. Teachers who
are currently participating in training have stated that they find the training valuable and
rewarding. Some teachers have started transferring their newly learned knowledge to their
classrooms and have seen students benefit from their new teaching and learning approach.
It is essential to consider that some of the older teachers who are used to a more
Soviet-style education will be less likely to share their opinions if they are afraid of negative
repercussions (Picard & Kutsyuruba, 2017). Systemic silence can lead to dangerous obstacles
that effectively prevent change from taking place (Morrison & Milliken, 2000). Conditions in
this organization must not create conditions that lead to systemic silence. Professional
development for teachers in a changing environment must encourage collaboration, engagement,

169
and support. Professional development must be aligned with the teachers’ goals while increasing
teaching quality to enhance students’ learning (Picard & Kutsyuruba, 2017).
Self-determination Recommendations
Self-determination to change students’ lives provides a lens for teachers to examine their
motivation, professional development, and wellness (Ford, 2019). Despite low wages, the survey
results and interviews suggested that many teachers are self-motivated to change their country’s
educational system even though their busy schedule does not allocate much time to reflection,
preparation, or training. School #141 is fortunate to have many intrinsically motivated teachers.
Still, the anticipated influx of more challenging students may jeopardize motivational levels
unless the school makes a concerted effort to create conditions favorable to sustaining positive
attitudes. Quantitative and qualitative data revealed teachers’ concerns about the increase in
workload for the same low wages. Although the Foundation (and, at a minimal level, the NUS)
has agreed to subsidize salaries, teachers remain uninformed about these changes.
Leaders are also responsible for teachers’ and students’ emotional and physical
well-being and should, for example, constantly monitor the teachers’ stress levels. They must
respect confidentiality while also being aware of child protection services. Leaders need to
implement new policies and procedures for inclusion and evaluate them to inform further school
planning. The atmosphere created in the classroom by a teacher will provide both students and
teachers with learning opportunities that lead to long-term positive effects on their behavior and
cognitive skills development (Ford, 2019; Gagné & Deci, 2014; Ntoumanis et al., 2020).
Self-determination theory helps optimize work performance while also finding ways to improve
job satisfaction (Ryan & Deci, 2018).

170
Recommendation # 8: Build Respect for the Teaching Profession. Stakeholder
relationships in inclusive education cannot be understated. Teachers need to feel valued and
respected by parents, while family involvement must prioritize children’s education with
physical or mental challenges. Therefore, administrative support is essential in navigating these
relationships. The mission of the NUS is to develop students abilities based on a partnership
between parents, teachers and students. The teacher should be seen as a friend to the student:
The teacher should be your friend. This is a truism. How can children sit in a class and
absorb information if they study under a person they are afraid of? That must not exist. If
you perceive this person as your friend, then learning information is easier and more
interesting to master (NUS).
Changing the role of Board members from that of a Parent Association to one with more
involvement in students' education will benefit all stakeholders. Encouraging parents to attend
workshops and training sessions will help build stronger connections between them. Parents
must be provided with detailed information about their child's progress and together with the
teacher they can determine the best strategies to support the student.
Clear procedures and rules must be effective regarding appropriate communication
between parents and teachers. Teachers might unknowingly contribute to barriers by
misunderstanding parents' concerns or frustration with their children’s lack of school success.
Effective communication will help develop positive attitudes towards teachers. If parents believe
their child’s teacher is also their child’s advocate, they will change how they view the
relationship between their child and the teacher. Helping parents set realistic expectations of their
child is crucial to changing this relationship to a more positive experience. Parents’ participation

171
in their child’s education must be appreciated because many of these parents hold several jobs,
and time is limited.
Furthermore, the Ministry of Education also needs to help change society’s perception of
the teaching profession. The community should see positive narratives of teachers working with
children who have disabilities, thus encouraging more people to enter the teaching profession to
bring positive educational change to their country. Parents and teachers should frequently be
updated about the progress of educational reforms in their country.
Organization Recommendations
This second research question investigated how the organization could support teachers
who take on this new role as inclusive educators. Organizational influences may serve as
significant barriers to achieving desired outcomes (Clark & Estes, 2008; Rueda, 2011).
Therefore, it is necessary to close any gaps caused by organizational influences which prevent
desired outcomes (Clark & Estes, 2008) from being achieved. Gallimore and Goldenberg (2001)
differentiate between cultural settings and cultural models, with cultural models representing
“historically evolved and shared ways of perceiving, thinking, and storing possible responses to
adaptive challenges and changing conditions” (p. 47). Cultural settings occur “whenever two or
more people come together, over time, to accomplish something” (Gallimore & Goldenberg,
2001; Sarason, 1972, p. ix). Cultural models and settings are interconnected, and “climate,”
“ethos,” and “morale” are often used interchangeably by researchers (Kutsyuruba, 2008). A
healthy school culture will have shared values, reliable and transparent leadership, engaged
teachers, and an environment conducive to collaboration (Hopkins, 1994; Picard & Kutsyuruba,
2017; Schein, 2017).

172
Teachers who are trained and motivated would still have challenges in achieving the
organization's goals if they were not provided with the necessary resources. Findings indicated
that teachers feel they are well-treated by their organization and feel lucky to work in this school
because it is different from a regular state school in Ukraine. The school is advanced in STEM
subjects, but in other areas there may be a shortage of resources. This can only be determined
once the students with difficulties are admitted and an assessment is done by the specialists.
Several themes emerged from data regarding the second research question about the
organizational support teachers require to implement inclusive education in Ukraine effectively.
Themes included:
1. Create an attitude of willingness and positivity towards children with disabilities.
2. Establish a culture of trust among all stakeholders.
3. Provide time for teachers to plan, reflect and collaborate.
4. Provide effective role models.
Organizational setting recommendations
Table 12
Summary of Organizational Influences and Recommendations
Organization Influences
Findings
Reference Recommendation
Cultural Settings Transparent communication is
necessary because leadership can no
longer be top-down and
authoritarian (Bush, 2011).
Administrators should carefully
coordinate record-keeping,
schedules, and routines. Introduce a
new education management system
to record all student data
accurately. Prioritize all practices
related to inclusive education.

173
School #141 must embrace a “thick
culture” (Hodge, Anthony, & Gale,
2003), where students' diverse needs
and abilities are accepted.
Policies and practices must be in
place to manage any cases of the
lack of trust between teachers and
parents. Parents need to share
important information regarding
their child's difficulties with the
school. Administrators must
carefully store this information.
Admission forms should advise
parents that withholding pertinent
information about their children
gives the school the right to require
parents to withdraw their child.
This rule will encourage full
disclosure of students’ difficulties.
Provide time for teachers to plan,
reflect and collaborate.
Collaboration can only happen if
the schedule changes so that time is
built for teachers to work together.
Starting school one hour late once a
week will allow teachers to work in
their groups or have time to bring
in educational experts.

174
Cultural Models “Organizations also require tangible
supplies and equipment to achieve
goals” (Clark & Estes, 2008, p. 104)
According to Kutsyuruba and
Walker (2015), effective mentoring
programs for teachers can reduce
early- career attrition. A “critical
friend” (Kutsyuruba & Walker,
2015, p. 33) can look at a teacher's
classroom through a different lens
and provide honest feedback when
trust exists.
“Cultural models are so familiar
they are often invisible and
unnoticed by those who hold
them”(Gallimore & Goldenberg,
2001, p.47).
Ensure teachers have the resources
they need to support their students.
Effective role models will build
teachers confidence, establish trust,
and increase job satisfaction. Role
models can guide new teachers in
managing expectations.
Parents and teachers need to build a
relationship based on trust to meet
their students’ needs best and feel
comfortable sharing ideas with
parents.Teachers, administrators,
and Board members can use
team-building activities and
conflict resolution strategies to
establish more effective means of
communication.
Encourage parents to feel a part of
the school by using their expertise
in different fields. Invite Board
members to spend a day shadowing
inclusive teachers.

175
In a healthy school culture,
teachers are engaged, share the
same values towards education and
work collaboratively.
Cultural Model Recommendations
Cultural models include the shared schemas, values, beliefs, and considerations that are
generally invisible and often unconscious within organizations (Gallimore & Goldenberg, 2001;
Schein, 2004). Since not all teachers share the same values regarding inclusion, it is important
that the organization realizes the diverse experiences teachers have had in their own personal
educational experiences. Policies and procedures must be in place so that all teachers understand
the organization's goals and expectations. Evidence-based solutions from other inclusive schools
must be used for change initiatives to be effective (Clark & Estes, 2008). Healthy relationships
must be established between teachers and parents that are based on trust and mutual respect.
Open and honest communication will reinforce the importance of inclusion for all stakeholder
groups. Teachers must exhibit positive attitudes towards inclusion and create atmospheres of
positivity in their classrooms. Conflict with parents must be avoided at all costs, even if
leadership is needed to mediate.
Recommendation # 9: Cultivate a Culture of Inclusion and Trust. Just as cultural
attitudes towards children with disabilities need to change, the overwhelmingly negative
perceptions of the teaching profession that persist within the Ukrainian society must be
eradicated if the school successfully achieves its goal. Gallimore and Goldenberg (2001) describe
teachers as “urged to think of their domains of responsibility as extending beyond what they do
in their classrooms and into the domains of the whole school and of the families and

176
communities where they work” (p.55). The aim must be to develop a partnership among
students, parents, and teachers based on trust. Parents will gain confidence in the school when
there is open and effective communication. Parents need to share vital information about their
children with the school. Withholding pertinent information prevents the school from
successfully meeting its inclusion goal. Similarly, teachers need to be aware of the importance of
confidentiality and not discuss students with other teachers unless it concerns the student.
Students should be encouraged to share their difficulties with their teachers to underscore that
having a disability is no longer a stigma. For its part, the school should invest in a centralized
student information management program to comprehensively document a student’s academic
and health history.
Change the role of the Board to have a more significant influence on governance in the
school. Prospective Board members should be expected to apply and be elected to their position.
Assigning a more active role to parents in the school will encourage them to work with teachers.
Build teachers’ confidence by determining ways they can rely on parents to support them with
activities. Ask parents to provide an appreciation lunch for teachers once a year. Parents can
show their appreciation while socializing with the teachers and building partnerships.
When employees report high trust cultures, they can be more productive, more engaged,
and experience greater job satisfaction with less burnout (Zak, 2017). Trust is the key to
predicting success in an organization. Comparing educational conditions in former Soviet
countries with those in Northern Europe highlights the stark contrast in attitudes towards equity,
equality of opportunities, and inclusion (Hanssen, Hansén, & Ström, 2021). Ukrainian society is
slowly transforming its attitudes towards providing appropriate care for disabled people
(Fudorova, 2012). Still, it will take Ukrainian society considerable time to abandon cultural

177
prejudices and acknowledge the needs of people with disabilities (Talanchuk, 2015), a goal that
the New Ukrainian School reform hopes to achieve. An inclusive school in an inclusive and
trusting atmosphere where everyone feels safe and accepted can accomplish this.
Cultural Settings Recommendations
Teachers are only able to accomplish their goals if they have the support from their
organization. This includes having the necessary resources to support students with disabilities.
The use of effective role models will help teachers improve their confidence and develop a
positive attitude towards inclusion. The introduction of “critical friends” as mentors will help
teachers feel supported and be able to develop their own new skills and knowledge. The
introduction of a new education management system can help provide teachers and specialists
with the necessary information about each student. The school will need to develop a "thick
culture"(Hodge, Anthony, & Gale, 2003), where everyone feels accepted regardless of their
disability. Above all, teachers need time to plan, reflect and collaborate so that they do not
burnout from new challenges they may face with their students.
Recommendation # 10: Provide Time, Resources, and Role Models. Effective role
models, who are highly trained and skilled at working with children with disabilities, can help
new teachers set realistic goals for themselves. Teachers will become more effective if they
observe others and allow others to watch them learn collaboratively. Working with a mentor will
help build confidence and job satisfaction, as long as there is an atmosphere of trust. Mentorship
is a relationship based on having a “critical friend, a trusted person who may ask provocative
questions, provide data to be examined through another lens, and critique a person’s work”
(Costa & Kallick, 1993). A mentoring program is likely to increase collegiality and relationships
built on trust among the teachers.

178
Teachers who enjoy their colleagues,’ their administrators,’ and the parents’ respect and
trust can focus on their students' success without feeling isolated in their job. On the other hand,
the lack of trusting and supportive mentors can cause teachers to leave the profession.
Additionally, students themselves will need to learn how best to support peers with physical
challenges and equally benefit from education about tolerance and inclusion. Creating a fully
inclusive school takes a commitment from everyone who attends that school, where all students
feel comfortable participating in activities and public events. Teachers will also need time to
manage specialists working with students, such as speech and language therapists, physical
therapists, or psychologists. Qualitative and quantitative data varied, with some teachers
claiming they had all the resources they needed and just needed to ask if they wanted something.
Another teacher complained that she did not even have dictionaries.
Recommendations summary. The table below presents answers to the final research
question:
3. What solutions can be offered to best support teachers to provide an inclusive
education in Ukraine?
Table 12 provides the key recommendations based on KMO influences (Clark & Estes, 2008).
An implementation plan based on an Inclusive Framework from the National Council for Special
Education (2011) follows the summary of key recommendations.
Table 12
Summary of Key Recommendations
KMO Influences Recommendations
Factual Knowledge Encourage teachers to be open to change and to
understand how their past has shaped their culture.

179
Ensure that stigmatization and exclusion are no
longer a part of this school community. Training
should continue after the school opens. Those who
received training need to help train new teachers.
Encourage lifelong learning.
Conceptual Knowledge Job aids are helpful resources for each student's
difficulty, such as Dyslexia, ADHD, Language
Difficulties, etc. Teachers must be able to modify
the curriculum to suit each student's needs.
Procedural Knowledge Help teachers set realistic goals. Knowing how to
provide alternative forms of assessment is vital for
students to achieve success. Encourage teachers to
form pairs of “critical friends” to observe each other
and provide feedback.
Metacognitive Knowledge Look at ways to adapt the schedule to include time
for teachers to plan, reflect and collaborate.
Consider starting school one hour later once a week
to create a joint planning time slot for all teachers.
Self-Efficacy Ensure teachers have all the necessary resources to
be successful in their jobs. Find ways to reward and
praise teachers during assemblies or in the school
magazine.
Expectancy Value Acknowledge teachers’ efforts and capacity in
creating inclusive learning environments whenever
possible. Help teachers find ways to manage stress.
Encourage teachers to ask for help when needed.
Train assistants, so they are of value to teachers.

180
Self-determination Offer leadership opportunities for teachers who
have taken on additional training for inclusion.
Work with the Ministry of Education to enhance
society’s respect and value to the teaching
profession.
Cultural Model
Cultural Setting
In a healthy school culture, teachers are engaged,
share the same values towards education and work
collaboratively. Encourage parents and teachers to
build a relationship based on trust.
The school needs to develop a “thick culture”
(Hodge, Anthony, & Gale, 2003), where everyone
feels accepted and belongs and contributes to this
community.
Role models Teachers will become more effective if they observe
each other to learn collaboratively. Focus on
building strong interpersonal relationships based on
trust. When it is possible for teachers to travel, take
small groups to other countries to observe inclusive
schools in action.
Implementation and Evaluation Framework
The final step in providing solutions to a problem of practice is to prepare an
implementation and evaluation plan (Clark & Estes, 2008). This section will examine a
framework known as The Inclusive Education Framework from the National Council for Special
Education (2011). The framework was developed for schools to review their inclusive practices
and to address areas that need improvement. It helps schools assess how their students who have

181
special needs are included and integrated into their school. Ten pilot schools in Ireland were
involved in providing feedback for the framework and an extensive review of international
literature (NCSE, 2011). Schools may use this framework as a planning tool to promote the
inclusion of students with special needs.
The NCSE defines inclusion as the process of:
● Addressing and responding to the diversity of needs of learners through enabling
participation in learning, cultures, and communities
● Removing barriers within and from education through the accommodation and
provision of appropriate structures and arrangements enables each learner to
achieve the maximum benefit from his/her attendance at school (Winter &
O’Raw, 2010, p. 39).
The aim of the NCSE Inclusive Framework (2011) is to:
● Encourage reflective engagement and discussion on the development of inclusion
● Support school professionals to plan, implement and review inclusive policies and
practices
● Outline and demonstrate processes of individual and organizational planning and
implementation
● Document developing inclusive practices and record constraints and resources
associated with inclusion
● Foster an ongoing individual and organizational commitment to inclusive
practices and policies.
The NCSE Framework has identified ten themes, with exemplars of good practices provided for
each theme. This Framework is described in Table 13.

182
Table 13
NCSE Inclusive Education Framework
Themes Description
1.Leadership and Management Transformational leaders will be committed to
supporting their students with special needs to
receive a fully inclusive education. They are able to
mediate, problem-solve and respect confidentiality.
They need to seek feedback from all stakeholders,
which can inform further school planning.
2. Whole-School Planning This process will be necessary to manage the
change at school #141. Strategic planning facilitates
inclusion, funding, resource development and
staffing.
3. Whole school Environment Facilities, accessibility, transport, health and safety
are matters of concern that facilitate a welcoming
and inclusive environment. All staff should be
trained to react in medical emergencies.
4. Communication Communication must be based on mutual respect
between teachers, parents and students.
Communication about specific students must be
appropriate and conducted with a tremendous
amount of sensitivity.
5. Student and Teacher Well-being 1.Teacher
Open communication and collaboration will help
support the well-being of teachers. Ongoing
professional development also provides teachers
with the knowledge and skills needed to support

183
students with difficulties.
2. Student
Students must feel accepted, safe and have access
to a quality education that meets their needs.
Diverse academic and personal needs must be
catered to.
6. Curriculum Planning for Inclusion Curriculum planning must engage all special needs
students in activities that enable them to reach their
potential. Teachers must hold all students to high
expectations, while enhancing participation,
improving students self-esteem and helping
students achieve their learning outcomes.
7. Individualized Education Planning Policies and procedures need to outline how
students with difficulties will be included.
Individual Education Planning will look at the
students needs, goals and strengths. It will record
strategies and different ways to support the student.
Realistic goals must be set so that the student has
the opportunity to experience success.
8. Teaching and Learning Strategies Effective teaching happens in positive and
co-operative classroom experiences for special
needs students. Students must be encouraged to
acknowledge mistakes and setbacks.
Effective teaching involves using suitable resources
so that students can engage in meaningful tasks.
9. Classroom Management 1. Protocols and Rules

184
Classroom set up and management is extremely
important for children who have challenging
behavior. Rules need to be posted in each class to
remind students of appropriate behavior. These
students need to learn how to self-regulate and to
accept consequences for rules that are broken.
Students must work in groups that are flexible and
arranged on mixed-abilites.
2. Curriculum Implementation is successful when
teachers have time to plan and differentiate the
curriculum for students with challenges. Content
must be differentiated depending on students needs
and abilities.
10. Support for and Recognition of
Learning
1. Informal and Formal Assessment
Formative and summative assessments must be
flexible and be appropriate to the students ability.
Students and parents must receive regular feedback
to evaluate the learning target for that student.
2. External Assessment
State examinations must accommodate students
with learning difficulties. Options for students
future training, education or employment must be
made available through Career Counseling.
ORT Educational Complex #141 will open their additional school building in September,
2021. This school accommodates students with physical difficulties, as it provides elevators,
ramps, and textured pathways for those who have limited vision. The goal is to remove all

185
barriers to ensure that students with difficulties feel included. With the support of the NCSE
Framework (2011), this school will be an example for former Soviet Union Schools.
The NCSE Framework (2011) suggests that inclusion takes a three-year cycle to fully
implement. Schools are encouraged to repeat this cycle every three years to determine issues that
might have arisen in the interim. The first stage involves preparation with raising awareness and
developing a commitment towards inclusive education by forming a core team and developing a
timeframe. The second stage requires that the school self-reflect on the main themes of the
Inclusive Education Framework to determine what is needed and create an action plan to identify
priorities. ORT Educational Complex #141 has addressed priorities of barriers, responsibilities,
resources, and professional development. The stakeholders commitment to change, enables the
school to put the agreed actions into motion. The final stage involves reviewing the progress
made.
Figure 14 presents the implementation of the three-year cycle suggested by the NCSE
Framework (2011).
Figure 14
NCSE three-year cycle.

186
Future Research Recommendations
The lack of inclusive education in Ukraine deserves further attention to ensure that
children with disabilities are provided safe and healthy environments that prepare them to
integrate successfully into Ukrainian society (Dubkovetska, 2016; Leonard, 2015;
Omelianovych, 2016). This study focused on a sample of teachers from a state school in Kyiv
over a limited period. Future studies should be conducted in Ukraine and other former Soviet
countries to determine who the stakeholders are and what influences impact their inclusive
education implementation. There have been numerous attempts to implement inclusive education
in Ukraine, but there is a lack of empirical studies to furnish data regarding such initiatives’
success or failure (Hanssen, Hansén, & Ström, 2021). Further data collection is necessary to
evaluate students’ degree of success in this new educational environment. Accurate data will
help identify barriers, raise awareness of marginalization, and facilitate communication
nationally (Schuelko, 2018). Once inclusive education exists at #141, it will be of considerable
interest to study the following:
Teachers’ progress. Since teachers felt they needed further training to manage inclusive
classrooms, it will be essential to learn how they felt efficacious and provide teachers training in
other schools. Further research is necessary to examine the teaching profession and the programs
that prepare teachers for inclusive education.
Build partnerships between parents, teachers, and students. Since qualitative and
quantitative data showed a lack of respect between parents and teachers, further research could
determine influences that would enhance or weaken this relationship. Workshops could also help
improve parents’ relationships with teachers. The additional study will help determine the benefit
of these training sessions, how parents feel about attending these workshops and what type of

187
training parents believe they need. With the implementation of inclusive education, research on
how this relationship changes over time could be conducted.
The progress that students with difficulties make from this inclusive environment.
Research is necessary to show the extent to which students with disabilities benefit from
inclusive classes. It is also worthwhile determining the effects of these classes on children who
do not have disabilities.
Focus on what happens to these students once they graduate from #141. Research needs to
determine what happens to students once they graduate from #141 and how they manage to
integrate into Ukrainian society. The Ukrainian government needs to build bridges for disabled
students to transition from school to life after school, including higher education or vocational
schools (Schuelka, 2018).
Conclusion
Implementing inclusive education in Ukraine is a challenging problem of practice
because of the formidable barriers that exist. The purpose of this study was to conduct a gap
analysis of knowledge, motivation, and organizational influences that impact the teachers’ efforts
to help #141 reach its goal of implementing inclusive education. Clark and Estes (2008) provided
the conceptual framework for planning and carrying out a gap analysis to identify KMO
influences on teachers’ ability to provide inclusive education as they prepare for…(Clark &
Estes, 2008). Based on themes that emerged during data collection, specific recommendations
were made to ensure that the KMO gaps can be closed.
The NCSE Inclusive Framework (2011) provided an implementation and evaluation
framework to effectively move the specific recommendations forward. Findings and results
suggest that factual, conceptual, procedural, and metacognitive knowledge will help

188
teachers to become trained and motivated to work with children with difficulties.
Although teachers are apprehensive about the impending changes and expectations, they
also retain a sense of excitement and look forward to their new challenge, describing
themselves as pioneers ready to accept the unique challenges that lie ahead.
Quantitative data showed that more than 60% of teachers were grateful for the training.
The problem of the lack of quality inclusive education in Ukraine warrants further study for
several reasons. The implementation of inclusive education in Ukraine is full of “loopholes in
legislation concerning children with disabilities; its inconsistency with international standards
and lack of legislation on special education” (Zaiarniuk, 2015, p. 191). The exclusion of disabled
children from receiving an education that meets their diverse needs means they will remain
alienated until and beyond adulthood. Inclusive education will create safer and healthier
environments for disabled children and will undoubtedly prevent unnecessary loss of life in
institutional care (Dubkovetska, 2016; Leonard, 2015).
Indeed, all children should be cared for by their parents, rather than being abandoned to
institutions, where they will suffer abuse, neglect, and possibly death (Dobrova-Krol, 2017).
Although Ukrainian schools now formally admit children with disabilities, these schools do not
have wheelchair access, teachers are primarily untrained to meet their needs, and resources are,
for the most part, unavailable. Several centers are available to diagnose children with difficulties,
but many parents are still reluctant to have their children ‘labeled.’
Tremendous challenges lie ahead in implementing inclusive education, but of utmost
importance is the fact that Ukraine appears to be committed to making changes intended to
benefit all stakeholders. Therefore, this study plays a significant role in identifying and

189
promoting changes that are likely to better Ukrainian students’ lives and serve as a role model
for all former Soviet Union schools.

190
References
Abegglen, H, & Hessels, M. (2018). Measures of Individual, Collaborative and
Environmental Characteristics Predict Swiss School Principals’, Teachers’ and Student
Teachers’ Attitudes Towards Inclusive Education. Psychoeducational Assessment,
Intervention and Rehabilitation, 1(1), 1–24.
Ainscow, M., Slee, R., & Best, M. (2019). Editorial: the Salamanca Statement: 25 years on.
International Journal of Inclusive Education, 23(7-8), 671–676.
Ainscow, M., Haile-Giorgis, M., & Others. (1998). The education of children with special needs:
barriers and opportunities in central and eastern Europe. UNICEF Florence, Italy.
Alquraini, T. & Gut, D. (2012). Critical components of successful inclusion of students with
severe disabilities: Literature review. International Journal of Special Education, 27(1),
42-59.
Anderson, L. W., Krathwohl, D. R., & Bloom, B. S. (2001). A taxonomy for learning, teaching,
and assessing: a revision of Bloom’s taxonomy of educational objectives. Longman.
Azhazha, M. A. (2019). THE STATE POLICY OF UKRAINE ON INCLUSIVE EDUCATION
IN PROFESSIONAL PREPARATION FOR YOUTH. In Derzhavna upravlinnya:
udoskonalennya ta rozvytok (Issue 2). https://doi.org/10.32702/2307-2156-2019.2.26
Balakireva, O. M., Chernin, I. M., Hmelevska, O. M., Nychyporenko, S. V.,
Kalashnikova, T. M., Bondar, T. V., & Klymenko, Y. M. (2010). Analytical report: “The
life journey of orphanage alumni and children growing up in family-type and foster
homes.” kyiv: Oleksandr Yaremenko UkrainianInstitute of Social Research.
Balashova, О. V. (2017). Implementation of Inclusion Into Ukrainian educational space.
http://dspace.pdpu.edu.ua/handle/123456789/873

191
Baluk, N., Basij, N., & Shchurko, U. (2019). Leadership in education: communications on
introducing inclusive education in Ukraine. In Proceedings of the 3rd International
Conference on Social, Economic, and Academic Leadership (ICSEAL 2019).
https://doi.org/10.2991/icseal-19.2019.43
Bandura, A., & Walters, R. H. (1977). Social learning theory (Vol. 1). Prentice-hall
Englewood Cliffs, NJ.
Bandura, A. (2010). Self-efficacy. The Corsini Encyclopedia of Psychology, 1–3.
Bateman, D., & Cline, J. (2019). Special Education Leadership: Building Effective Programming
in Schools. Routledge.
Bentea, C. (2017). Teacher Self-Efficacy, Teacher Burnout And Psychological Well-Being.
https://doi.org/10.15405/epsbs.2017.05.02.139
Belovolchenko, H. (2017). On the accessibility of space and inclusive education: An interview
with an expert on social issues. https://dyvys.info/2017/05/23/pro-dostupnist
Berehova, M. (2020). Peculiarities of inclusive education organization in europe and Ukraine.
ScienceRise: Pedagogical Education, 0(2(35)), 33–36.
https://doi.org/10.15587/2519-4984.2020.199146
Bianchi, R., Schonfeld, IS., & Laurent, E. (2015) Burnout-depression overlap: a review. Clin
Psychol Review, 36, 28-41
Blazar, D., & Kraft, M. A. (2017). Teacher and Teaching Effects on Students’ Attitudes and
Behaviors. Educational Evaluation and Policy Analysis, 39(1), 146–170.
Bogdanov, S., Girnyk, A., Lazorenko, B., Savinov, V., & Solovyova, V. (2016)
Social-psychological factors that negatively impact resilience of children, who live in
the front-line zone in the East of Ukraine.

192
Bondar, T. (2014). Ukraine: Current Tendencies in Inclusion. American Journal Of Educational
Research, 2(12B), 22-27. doi:10.12691/education-2-12b-5
Bowen, G. A., & Others. (2009). Document analysis as a qualitative research method.
Qualitative Research Journal, 9(2), 27.
Bray, L. E., & Stelitano, L. E. (2020). Organizing Schools for the Inclusion of Students with
Disabilities. In Education. https://doi.org/10.1093/obo/9780199756810-0234
Bridge, G. (2004). Disabled children and their families in Ukraine: health and mental health
issues for families caring for their disabled child at home. Social Work in Health Care,
39(1-2), 89–105.
Bromet, E. J. (2012). Mental health consequences of the Chernobyl disaster. Journal of
Radiological Protection: Official Journal of the Society for Radiological Protection,
32(1), N71–N75.
Brown, Z. (2016). Inclusive Education: Perspectives on pedagogy, policy, and practice.
Routledge.
Budnyk, O., & Sydoriv, S. (2019). Social and pedagogical aspects of the development
of inclusive education. Sociální pedagogika/Social Education, 7(1), 36–48.
https://doi.org/10.7441/soced.2019.07.01.03
Burke, C. S., Stagl, K. C., Salas, E., Pierce, L., & Kendall, D. (2006). Understanding team
adaptation: a conceptual analysis and model. The Journal of Applied Psychology,
91(6), 1189–1207.
Burke, W. (2018). Leading organization change. In Organization Change: Theory and Practice.
Sage Publications.
Burlaka, V., Churakova, I., Aavik, O. A., & Goldstein, D. (2014). Perceived barriers to mental

193
health services: A mixed-method study with Ukrainian college students. European
Journal of Higher Education, 4(2), 167–183.
Burlaka, V., Serdiuk, O., Nickelsen, T., Tkach, B., & Khvorova, H. (2018). Family Life
Education in Ukraine. In M. Robila & A. C. Taylor (Eds.), Global Perspectives on
Family Life Education (pp. 329–343). Springer International Publishing.
Bush, T. (2011). School Leadership Development: Top-down or Bottom-up? Educational
Management Administration & Leadership, 39(3), 258–260.
Chernukha N.M., Vasylieva-Khalatnikova M.O., Tokaruk L.S. (2018). Technology of formation
of professional reflection of future social pedagogues at the institution of higher
education. Intellectual archive. Vol. 7. № 6. P. 99–108.
Clark, R. E., & Estes, F. (2008). Turning research into results: A guide to selecting the right
performance solutions. Information Age Publishing, Inc.
Cornelius, D. J. K., & Balakrishnan, J. (2012). Inclusive education for students with intellectual
disability. Asia Pacific Disability Rehabilitation Journal.
https://doi.org/10.5463/DCID.v23i2.11
Cornelius, K. E., Rosenberg, M. S., & Sandmel, K. N. (2020). Examining the Impact of
Professional Development and Coaching on Mentoring of Novice Special Educators.
Action in Teacher Education, 42(3), 253–270.
Costa, A., & Kallick, B. (1993). Through the lens of a critical friend. Educational Leadership,
51(2), 49–51.
Costanza, D.P., et al. (2016). The effect of adaptive organizational culture on long-term survival.
Journal of Business Psychology, 31, 361-381.
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed
methods approach. Sage publications.

194
Creswell, J.W. and Plano Clark, V.L. (2011) Designing and Conducting Mixed Methods
Research. 2nd Edition, Sage Publications, Los Angeles.
Danilavichute, E., Kolupayeva, A., & Taranchenko, O. (2014). Special education today in
ukraine. Special education international perspectives: Practices across the globe (pp.
311-351) Emerald Group Publishing Limited. doi:10.1108/S0270-
401320140000028017 Retrieved from Special Education Today in Ukraine
Darling-Hammond, L. (2003). Teacher learning that supports student learning. Educational
Leadership, 55(5), 6-11.
Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments
examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin,
125(6), 627–668; discussion 692–700.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human
Behavior. https://doi.org/10.1007/978-1-4899-2271-7
Devlin, R., & Pothier, D. (2006). Critical Disability Theory: Essays in Philosophy, Politics,
Policy, and Law. UBC Press.
Dobrova-Krol, N. A., & van IJzendoorn, M. H. (2017). Institutional Care in Ukraine:
Historical Underpinnings and Developmental Consequences. In Child
Maltreatment in Residential Care (pp. 219-240). Springer, Cham.
Dovbnya, V. M. (2018). New Ukrainian School: An Attempt of Philosophical and
Anthropological Comprehension. 22(1), 240–258.
Dowd, A. C. (2005). Data Don’t Drive: Building a Practitioner-Driven Culture of Inquiry to
Assess Community College Performance. Lumina Foundation for Education Research
Report. Lumina Foundation for Education http://files.eric.ed.gov/fulltext/ED499777.pdf
Drachkovsky, O. (2017). Half assistant, or inclusion in a Ukrainian way. International public-

195
political weekly. https://dt.ua/SOCIUM/pivasistenta-abo
Dubkovetska, I., Budnyk, O., & Sydoriv, S. (2016). Implementing inclusive education in
ukraine: problems and perspectives. Journal of Vasyl Stefanyk Precarpathian
National University, (3, no. 2-3), 99-105.
Dudar, O. (2017). Inclusive education: are primary schools prepared to accept special children?
https://dyvys.info/2017/03/09/inklyuzyvna-osvita-chy-gotovi
Dweck, C. S. (2008). Mindset: The new psychology of success. Random House Digital, Inc.
Eccles, J. (2006). Expectancy values motivational theory.
http://www.education.com/reference/article/expectancy-value-motivational-theory/
Eccles, J., & Wigfield, A. (2002). Motivational Beliefs, Values, and Goals. Annual Review of
Psychology, (53), 109–132. https://doi.org/10.4135/9781483325361.n1
Efthymiou, E., & Kington, A. (2017). The development of inclusive learning relationships in
mainstream settings: A multimodal perspective. Cogent Education, 4(1), 1304015.
Elliot, A. J., Dweck, C. S., & Yeager, D. S. (2017). Handbook of competence and motivation:
Theory and application. Guilford Publications.
Fedorchuk, I., & Mykola, N. (2016). TEACHER EDUCATION IN UKRAINE: DISCOURSES
AND PRACTICE. IRCEELT-2016, 165.
Felder, F. (2018). The Value of Inclusion. In Journal of Philosophy of Education (Vol. 52, Issue
1, pp. 54–70). https://doi.org/10.1111/1467-9752.12280
Fimyar, O. (2008). Educational policy‐making in post‐communist Ukraine as an example of
emerging governmentality: a discourse analysis of curriculum choice and assessment
policy documents (1999–2003). Journal of Education Policy, 23(6), 571–594.
Fine, M. (2019). Critical Disability Studies: Looking Back and Forward. The Journal of Social
Issues, 75(3), 972–984.

196
Ford, A. (2019). Examining and Improving Classroom Environments Through the Lens of
Self-Determination Theory. Critical Questions in Education, 10, 65+.
Forlin, C., Loreman, T., Sharma, U., & Earle, C. (2009). Demographic differences in changing
pre-service teachers’ attitudes, sentiments, and concerns about inclusive education.
International Journal of Inclusive Education, 13(2), 195–209.
Fudorova, O.M. (2012). Higher Education of Persons with Disabilities in Modern Ukraine:
Educational Inclusion or Myth? (Sociological Dimension). Kherson: Kherson City
Printing House
Gagné, M., & Deci, E. L. (2014). The History of Self-Determination Theory in Psychology and
Management. In M. Gagné (Ed.), The Oxford Handbook of Work Engagement,
Motivation, and Self-Determination Theory. Oxford University Press.
Gajewski, A. (2014). Ethical Challenges and Dilemmas in Measuring Inclusive Education. In
International Perspectives on Inclusive Education (pp. 19–36).
https://doi.org/10.1108/s1479-363620140000003017
Gallimore, R. & Goldenberg, C. (2001). Analyzing cultural models and settings to connect
minority achievement and school improvement research. Educational Psychologist,
31(1), 45-56.
Galloway, D. (2018). The Special Educational Needs of Teachers. In Schools, Pupils and Special
Educational Needs (pp. 141–159). https://doi.org/10.4324/9780429488146-8
Gaultier, B. (2017). Skills, procedural knowledge, and knowledge-how. In Synthese (Vol. 194,
Issue 12, pp. 4959–4981). https://doi.org/10.1007/s11229-016-1184-z
Gasser, L., Malti, T., & Buholzer, A. (2014). Swiss children’s moral and psychological
judgments about inclusion and exclusion of children with disabilities. Child
Development, 85(2), 532–548.

197
Gevorgianiene, V., & Sumskiene, E. (2017). P.S. for post-soviet: A glimpse to a life of persons
with intellectual disabilities. Journal of Intellectual Disabilities, 21(3),235- 247.
Gillies, J.( 2014).“Critical Disability Theory”, in Encyclopedia of Quality of Life and
Well-Being Research, Alex C. Michalos (ed.), Dordrecht: Springer Netherlands,
1348–1350. doi:10.1007/978-94-007-0753-5_619
Girnyk, A., Donets, Y., Bogdanov, S., Solovyova, V., & Romanenko, L. (2018). Explorative
Study of Psychosocial Stress Factors that Cause Professional Burnout Among Teachers,
Who Leave Near the Front-Line Zone in the East of Ukraine.
http://ekmair.ukma.edu.ua/handle/123456789/15684
Glesne, C. (2016). Becoming Qualitative Researchers: An Introduction, 5th Edition. Pearson.
http://www.pearsoned.com/
Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2004). Supervision and instructional
leadership: A developmental approach (6th ed.). Boston: Allyn and Bacon
Golarz, R. J., & Golarz, M. J. (1995). The power of participation: Improving schools in a
democratic society. Sebastopol, CA: National Training Associates.
Gonchar, O., Kryvuts, S., Petukhova, O., & Tokar, M. (2019). Organization of Pedagogical
Relationships between Learners and Teachers in the Framework of Inclusive Education.
Revista Romaneasca pentru Educatie Multidimensionala, 11(2), 126-140.
doi:10.18662/rrem/121
Goodley, D., Lawthom, R., Liddiard, K., & Runswick-Cole, K. (2019). Provocations for Critical
Disability Studies. Disability & Society, 34(6), 972–997.
Gresham, J. & Ambasz, D. (2019). Ukraine: Moving toward Effectiveness, Equity, and
Efficiency. World Bank.
Grossman, R., & Salas, E. (2011). The transfer of training: what really matters. International

198
Journal of Training and Development, 15(2), 103–120.
Gryshchenko, M. (2018). The New Ukrainian School: Conceptual Principles of Secondary
School Reforming. https://mon.gov.ua/storage/app/media/zagalna
Gurney, P. W. (2018). Enhancing Self-Esteem in Teachers Of Special Needs Children. In
Self-Esteem in Children with Special Educational Needs (pp. 115–124).
https://doi.org/10.4324/9780429503627-8
Hall, M. C. (2019). Critical Disability Theory. In E. N. Zalta (Ed.), The Stanford Encyclopedia of
Philosophy (Winter 2019). Metaphysics Research Lab, Stanford University.
https://plato.stanford.edu/archives/win2019/entries/disability-critical/
Hanssen, N. B., Hansén, S.-E., & Ström, K. (2021). Dialogues between Northern and Eastern
Europe on the Development of Inclusion: Theoretical and Practical Perspectives.
Routledge.
Hassanein, E. (2015). Inclusion, Disability, and Culture. Springer.
Hodge, B. J., Anthony, W. P., & Gales, L. M. (2003). Organization theory: A strategic approach
(6th ed.). Upper Saddle River, NJ: Pearson.
Hofmann, M. (2019). A weak mind in a weak body? Categorizing intellectually disabled
children in the nineteenth and early twentieth centuries in Switzerland. History
of Education, 48(4), 452–465.
Hoidn, S., & Reusser, K. (2020). Foundations of Student-Centered Learning and Teaching. In
The Routledge International Handbook of Student-Centered Learning and Teaching in
Higher Education (pp. 17–46). https://doi.org/10.4324/9780429259371-3
Hopkins, D. (1994). School improvement in an ERA of change. In P. Ribbins & E. Burridge
(Eds.) Improving education: Promoting quality schools (pp. 71–94). London, UK:
Cassell.

199
Horkheimer, M. (1972). Critical Theory: Selected Essays. A&C Black.
Howley, A., Faiella, C. M., Kroeger, S. D., & Hansen, B. (2020). Inclusive Education: A
Systematic Perspective. IAP.
Hrabovets, I., Kalashnikova, L., & Chernous, L. (2020). The problems of implementation of
inclusive education in Ukraine: generalization the experience of empirical sociological
research experience. SHS Web of Conferences, 75, 3011–.
https://doi.org/10.1051/shsconf/20207503011
Hrynevych, L. (2016) The New Ukrainian School. Ministry of Education and Science.
Hughes, M. &, Talbott, E. (2017). The Wiley Handbook of Diversity in Special Education. John
Wiley & Sons.
Hunko, L., Paziura, N., & Shevchenko, K. (2018). The Training of Future Teachers in Ukraine
and China. Frontiers of Education in China, 13(2), 288–314.
Ivanyuk, I. (2007). Status of inclusive education in Ukraine, Regional Preparatory Workshop on
Inclusive Education Eastern and South-Eastern Europe, United Nations Educational,
Scientific and Cultural Organization. UNESCO). Retrieved from the Internet, November,
8, 2015.
Johnson, R. B., & Christensen, L. (2019). Educational research: Quantitative, qualitative, and
mixed approaches. SAGE Publications, Incorporated.
Jorgensen, C. & Lambert, L. (2012). Inclusion means more than just being “in:” Planning full
participation of students with intellectual and other developmental disabilities in the
general education classroom. International Journal of Whole Schooling, 8(2), 21-36.
Kalinnikova, L., & Trygged, S. (2014). A retrospective on care and denial of children with
disabilities in Russia. Scandinavian Journal of Disability Research, 16(3), 229–248.
Kalinnikova, L. (2016). “one step ahead and two steps back”: Meeting

200
special education and inclusive challenges in the context of poverty (case study in the
context of the republic of moldova). Journal of Research in Special Educational Needs,
16, 786-788. doi:10.1111/1471-3802.12179
Kan, M. M., & Parry, K. W. (2004). Identifying paradox: A grounded theory of leadership in
overcoming resistance to change. The Leadership Quarterly, 15(4), 467–491.
Karanevych M., & Kutsa O. (2018). CHALLENGES FACING IMPLEMENTATION OF
INCLUSIVE EDUCATION IN UKRAINE. Strategies for Policy in Science & Education
/ Strategii Na Obrazovatelnata i Nauchnata Politika, 26(2), 127–145. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=130699490&site=ehos
t-live
Karpachova, N. (2010). State of observance and protection of the rights of the child Ukraine:
special report of the Ukrainian parliament commissioner for human rights on the
occasion of the 20th anniversary of ratification by Ukraine of the United Nations
Convention on the Rights of the Child. Ombudsman of Ukraine.
Kezar, A. (2001). Research-based principles of change. Understanding and facilitating
organizational change in the 21st century: Recent research and conceptualizations.
ASHE-ERIC Higher Education Report, 28(4), 113-123.
Khanzeruk, L. A. (2016). ON THE WAY TO INCLUSION: THE VISION FROM THE
“MATERNAL FAMILY.” Journal of Research in Special Educational Needs, 16,
782–785.
Khlebosolova, O. (2018). Integrated Approach To Teacher Education: Comparative Study
Results In Russia, Ukraine, China. https://doi.org/10.15405/epsbs.2018.09.75
Kolupayeva, A., Taranchenko, O., & Danilavichute, E. (2014). Special Education Today in
Ukraine. In Special Education International Perspectives: Practices Across the Globe

201
(Vol. 28, pp. 311–351). Emerald Group Publishing Limited.
Kolupayeva, A. (2016). From segregation to inclusion: Ukrainian realities of Education.
Interdyscyplinarne Konteksty Pedagogiki Specjalnej, (12), 187.
doi:10.14746/ikps.2016.12.09
Kononenko, P. P., & Holowinsky, I. Z. (2001). Educational reform and language issue in
Ukraine. Ethnicity, Race, and Nationality in Education: A Global Perspective, 213–232.
Korzh, A. (2015). Fieldwork Dilemmas: Conducting Qualitative Research with
Orphanage Youth in ukraine. In Youth At the Margins' (pp. 241-259). Brill Sense.
Korzh, A. (2014). “Adapting” Education to Student Needs: Unchallenging Education in
Ukrainian Orphanages. In Qualities of Education in a Globalised World (pp.
167–184). Brill Sense.
Koshmanova, T., & Ravchyna, T. (2008). Teacher preparation in a post-totalitarian society: An
interpretation of Ukrainian teacher educators’ stereotypes. International Journal of
Qualitative Studies in Education: QSE, 21(2), 137–158.
Kovalchuk, S., & Shchudlo, S. (2014). Reworking of School Principals’ Roles in the Context
of Educational Privatization: A View from Ukraine. European Education, 46(2), 32–52.
Krathwohl, D. R. (2002). A Revision of Bloom’s Taxonomy: An Overview. Theory Into
Practice, Vol. 41, pp. 212–218. https://doi.org/10.1207/s15430421tip4104_2
Kremen, V. & Lugovyy, V. (2017). National Report on the State and Prospects of Education
Development in Ukraine / National Academy of Educational Sciences of Ukraine ;
Pedahohichna dumka, 2017. — 336 p.
Kugelmass, J. (2004). The Inclusive School: Sustaining Equity and Standards.
Teachers College Press.
Kukharchuk, Petro, Liliya Kovrigina, and Vadim Kalinin. 2018. “Characteristic

202
Features of Introduction of Inclusive Education in Ukraine.” Public
Management. https://doi.org/10.32689/2617-2224-2018-15-5-120-135.
Kulish, A. N., Harust, Y. V., Reznik, O. N., & Utkina, M. S. (2016). Implementation and
administrative framework of inclusive education in the context of the european
integration process. Journal of Advanced Research in Law and Economics, 7(6),
1405-1417.
Kurth, J., & Foley, J. A. (2014). Reframing Teacher Education: Preparing Teachers for Inclusive
Education. In Inclusion (Vol. 2, Issue 4, pp. 286–300).
https://doi.org/10.1352/2326-6988-2.4.286
Kutsyuruba, B. (2008). Teachers’ perceptions of the impact of post-Soviet societal changes on
teacher collaboration in Ukrainian schools [Citeseer].
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.947.1080&rep=rep1&type=pdf
Kutsyuruba, B. (2011). Education in the period of post-Soviet transition in Ukraine.
Demokratizatsiya, 19(3), 287–309.
Kutsyuruba, B. (2014). 14. The Bologna Process and Teacher Education Reforms in Eastern
Europe: The Changing Policy Terrain in Ukraine. In Teacher Education in a
Transnational World (pp. 291–307). https://doi.org/10.3138/9781442619999-020
Kutsyuruba, B. (2016). Teachers’ work in times of ideological and philosophical uncertainty in
post-Soviet Ukraine. In Ideologies in Educational Administration and Leadership (pp.
93–105). https://doi.org/10.4324/9781315661155-7
Kutsyuruba, B., & Kovalchuk, S. (2015). Stated or actual change in policy terrain? Review of the
literature on the bologna process implementation within the context of teacher education
in Ukraine. Journal of Ukrainian Politics and Society, 1(1), 33–57.
Kutsyuruba, B., & Walker, K. (2015). The role of trust in developing teacher leaders through

203
early-career induction and mentoring programs. Antistasis.
https://journals.lib.unb.ca/index.php/antistasis/article/download/22859/26619
Kuzio, T. (1998). Ukraine: Coming to terms with the Soviet legacy. Journal of Communist
Studies and Transition Politics, 14(4), 1–27. https://doi.org/10.1080/13523279808415388
Kuzio, T. (2010). Nationalism, identity and civil society in Ukraine: Understanding the Orange
Revolution. Communist and Post-Communist Studies, 43(3), 285–296.
Kyrian, T., Nikolaesku, I., Stepanova, N., & Nenko, Y. (2020). Relationship between
Professional Burnout of Teachers of Higher Education Institutions of Ukraine and Their
Organizational, Professional and Socio-demographic Characteristics. Revista
Romaneasca Pentru Educatie Multidimensionala, 12(4), 268-288.
https://doi.org/10.18662/rrem/12.4/345
Larkin, S., et al. (2019). Pupils and teachers developing metacognition. In Metacognition,
Worldviews and Religious Education (pp. 99–112)
https://doi.org/10.4324/9780429274350-12
Lauermann, F., & König, J. (2016). Teachers’ professional competence and wellbeing:
Understanding the links between general pedagogical knowledge, self-efficacy, and
burnout. Learning and Instruction, 45, 9–19.
https://doi.org/10.1016/j.learninstruc.2016.06.006
Lavian, R. H. (2012). The impact of organizational climate on burnout among homeroom
teachers and special education teachers (full classes/individual pupils) in mainstream
schools. In Teachers and Teaching (Vol. 18, Issue 2, pp. 233–247).
https://doi.org/10.1080/13540602.2012.632272
Lavrenova, M. V., & Lalak, N. V. (2016). Training of primary school teachers for the Ukrainian
language lessons in an inclusive learning environment. Педагогічні науки: теорія,

204
історія, інноваційні технології, 1, 94–102.
Leonard, P, & Lukatsky, E. (2015). Ukraine’s disabled children condemned to life in institutions.
The Associated Press.
Lewis, L. (2018). Organizational Change: Creating Change Through Strategic Communication.
John Wiley & Sons.
Linton, S. (1998). Claiming Disability: Knowledge and Identity. NYU Press.
Lokshyna, O. (2018). THE EUROPEAN DIMENSION OF THE COMPETENCE-BASED
SCHOOL EDUCATION IN UKRAINE. Revista de Pedagogie, LXVI(1), 47–64.
Loreman, T., Deppeler, J., & Harvey, D. (2005). Inclusive Education:
A Practical Guide to Supporting Diversity in the Classroom. Psychology Press.
Loreman, Tim, et al. (2016). “A Canada-Ukraine Collaborative Initiative for Introducing
Inclusive Education for Children with Disabilities in Ukraine: Participant Perspectives.”
School Effectiveness and School Improvement 27 (1): 24–44.
Lough, B. (2003). Rise and demise of orphanages in Ukraine. European Journal of Social Work,
6(1), 49–63.
Leyser, Y., Zeiger, T., & Romi, S. (2011). Changes in Self-efficacy of Prospective Special and
General Education Teachers: Implication for inclusive education. International
Journal of Disability, Development, and Education, 58(3), 241–255.
Lunyachek, V. E. (2017). The post-soviet syndrome of ukrainian education: administrative
issues.
Malyshko, V., Makarchuk, I., & Horodnichenko, Y. (2018). The financing of education in
Ukraine. University Economic Bulletin, (38), 132–139.
https://doi.org/10.31470/2306-546x-2018-38-132-139
Markova, G., & Ford, C. (2011). Is money the panacea? Rewards for knowledge workers.

205
International Journal of Productivity and Performance Management, 60(8), 813–823.
Martovytska, N.V. (2014). “Improving the Parentally Deprived Children’s Quality of Life in
Ukraine (Based on the British Experience).” American Journal of Educational Research,
vol. 2, no. 12B: 70-77. doi: 10.12691/education-2-12B-13.
Mathews, E., Rosenthal, E., Ahern, L., & Kurylo, H. (2015). No way home: The exploitation
and abuse of children in Ukraine’s orphanages.
Matviyishyn, I. (2019). On a Steady Track to Inclusive Education: What Has Ukraine Done So
Far? Ukraine World.
Mayer, R. E. (2011). Applying the science of learning. Boston, MA: Pearson Education.
Mayhew, M. J., & Grunwald, H. E. (2006). Factors contributing to faculty incorporation
of diversity-related course content. The Journal of Higher Education, 77(1), 148–168.
doi:10.1353/jhe.2006.0005
Medina, M. S., Castleberry, A. N., & Persky, A. M. (2017). Strategies for Improving Learner
Metacognition in Health Professional Education. American Journal of Pharmaceutical
Education, 81(4), 78.
Mellinger, C. D., & Hanson, T. A. (2016). Quantitative Research Methods in Translation and
Interpreting Studies. Taylor & Francis.
Melnyk, N., Bidyuk, N., Kalenskyi, A., Maksymchuk, B., Bakhmat, N., Matviienko, O.,
Matviichuk, T., Solovyov, V., Golub, N., & Maksymchuk, I. (2019). Models and
organisational characteristics of preschool teachers’ professional training in some EU
countries and Ukraine. Zbornik Instituta Za Pedagoska Istrazivanja, 51(1), 46–93.
Merriam, S. B., & Tisdell, E. J. (2015). Qualitative Research: A Guide to Design and
Implementation. John Wiley & Sons.
Mezentseva, O., & Institute of Pedagogy of the National Academy of Educational Sciences of

206
Ukraine. (2018). NEW UKRAINIAN SCHOOL AND WALDORF EDUCATION. In
Ukrainian Educational Journal (Issue 4, pp. 69–76).
https://doi.org/10.32405/2411-1317-2018-4-69-76
Minich, J. A. (2016). Enabling whom? Critical disability studies now. Laterality, 5(1), 5–1.
Mitchell, D., & Sutherland, D. (2020). Inclusive education. In What Really Works in Special and
Inclusive Education (pp. 49–69). https://doi.org/10.4324/9780429401923-5
Morgan, D. L. (2014). Integrating Qualitative and Quantitative Methods: A Pragmatic
Approach. https://doi.org/10.4135/9781544304533
Morrison, E. W., & Milliken, F. J. (2000). Organizational Silence: A Barrier to Change and
Development in a Pluralistic World. AMRO, 25(4), 706–725.
National Council for Special Education (NCSE) (2011). Guidelines on the Individual Education
Plan Process. Dublin, Stationary Office. http://www.ncse.ie/publications/policy.asp
Nikolova, S. P. (2012). Disability and mobile citizenship in postsocialist Ukraine. In Disability &
Society (Vol. 27, Issue 2, pp. 301–303). https://doi.org/10.1080/09687599.2011.653107
Nosenko, Y., et al. (2016). Urgent Directions in Scientific Research of Informatization of
Preschool Education in Ukraine. Science and Education a New Dimension. Pedagogy and
Psychology, IV (39), Issue 79, 52–55.
Ntoumanis, N., Ng, J. Y. Y., Prestwich, A., Quested, E., Hancox, J. E., Thøgersen-Ntoumani, C.,
Deci, E. L., Ryan, R. M., Lonsdale, C., & Williams, G. C. (2020). A meta-analysis of
self-determination theory-informed intervention studies in the health domain: effects on
motivation, health behavior, physical, and psychological health. Health Psychology
Review, 1–31.
Nychkalo, N. (2017). “New Ukrainian School”: The Present and the View to the Future. Labor et

207
Education, 5, 89–106.
Obiakor, F. E., Harris, M., Mutua, K., Rotatori, A., & Algozzine, B. (2012). Making Inclusion
Work in General Education Classrooms. Education & Treatment of Children, 35(3),
477–490.
OECD. (2014). "The capacity of the Swiss education system to manage mental ill-health", in
Mental Health and Work: Switzerland, OECD Publishing, Paris,
https://doi.org/10.1787/9789264204973-11-en
OECD. (2017). OECD Reviews of Integrity in Education: Ukraine 2017. OECD Publishing.
Ognevyuk, V., & Sysoieva, S. (2015). Training of education experts in Ukraine: experimental
interdisciplinary program. The Advanced Science Journal, 6, 98–103.
O’Hara, S., Pritchard, R., & Pitta, D. (2019). Teaching with and for metacognition in disciplinary
discussions. In Metacognition in learning. IntechOpen.
Olafsen, A. H., Halvari, H., Forest, J., & Deci, E. L. (2015). Show them the money? The role of
pay, managerial need support, and justice in a self-determination theory model of intrinsic
work motivation. In Scandinavian Journal of Psychology (Vol. 56, Issue 4, pp. 447–457).
https://doi.org/10.1111/sjop.12211
Olivier, B. (2017). The use of mixed-methods research to diagnose the organisational
performance of a local government. South African Journal of Industrial Psychology.
43(0), a1453.
Omelianovych, I. (2016). Employment for young people with cognitive impairments:
Current inclusive situation in ukraine. Journal of Research in Special
Educational Needs, 16, 445-448. doi:10.1111/1471-3802.12170
Osanloo, A., & Grant, C. (2016). Understanding, selecting, and integrating a theoretical

208
framework in dissertation research: Creating the blueprint for your “house.”
Administrative Issues Journal: Connecting Education, Practice, and Research, 4(2), 7.
Ott, J. S. (1989). The organizational culture perspective. Pacific Grove, CA: Brooks/Cole.
Pajares, F. (1996). Self-Efficacy Beliefs in Academic Settings. Review of Educational Research,
66(4), 543–578. https://doi.org/10.3102/00346543066004543
Paseka, A., & Schwab, S. (2020). Parents’ attitudes towards inclusive education and their
perceptions of inclusive teaching practices and resources. European Journal of Special
Needs Education, 35(2), 254–272. https://doi.org/10.1080/08856257.2019.1665232
Patton, M. Q. (2015). Sampling, Qualitative (Purposeful). In The Blackwell Encyclopedia of
Sociology. https://doi.org/10.1002/9781405165518.wbeoss012.pub2
Patton, M. Q., & Cochran, M. (2002). A guide to using qualitative research methodology.
Medicins Sans Frontiers. http://thuvienso.vanlanguni.edu.vn/handle/Vanlang_TV/3082
Phillips, S. D. (2005). “Disability and Citizenship in Post-Soviet Ukraine: An Anthropological
Critique.” http://digitalcommons.ilr.cornell.edu/
Phillips, S. D. (2009). “There Are No Invalids in the USSR!” A Missing Soviet Chapter in the
New Disability History. Disability Studies Quarterly: DSQ, 29(3).
https://dsq-sds.org/article/view/936/1111
Phillips, Sarah D. (2010). Disability and Mobile Citizenship in Postsocialist Ukraine. Indiana
University Press.
Picard, K., & Kutsyuruba, B. (2017). Teachers’ engagement in professional development: A
collective case study. Educational Policies and Current Practices.
https://www.academia.edu/download/53597776/JEPCP_2017
Pintrich, P. R. (2002). The Role of Metacognitive Knowledge in Learning, Teaching, and
Assessing. Theory into Practice, 41(4), 219–225.

209
Pliushch, V. (2018). Concepts of Teacher Education Development in Europe. Comparative
Professional Pedagogy, 8(3), 44–48. https://doi.org/10.2478/rpp-2018-0040
Prokopchuk, O. (2018). British universities experience implementation in professional teacher
training in Ukraine. In ScienceRise: Pedagogical Education (Vol. 0, Issue 2 (22), pp.
41–45). https://doi.org/10.15587/2519-4984.2018.124566
Rasell, M., & Iarskaia-Smirnova, E. (2013). Disability in Eastern Europe and the Former Soviet
Union: History, policy, and everyday life. Routledge.
Raver, S., & Kolchenko, K. (2007). Inclusion of School-Age Children with Disabilities in
Ukraine. Childhood Education, 83(6), 370–373.
Rayner, S. (2007). Managing Special and Inclusive Education. SAGE.
Reaume, G. (2014). Understanding critical disability studies. CMAJ: Canadian Medical
Association Journal = Journal de l’Association Medicale Canadienne, 186(16),
1248–1249.
Robinson, S. B., & Leonard, K. F. (2018). Designing Quality Survey Questions. SAGE
Publications.
Rosmalily, S., & Woollard, J. (2019). TOWARDS INCLUSIVE TRAINING FOR INCLUSIVE
EDUCATION. TEACHERS’ VIEWS ABOUT EFFECTIVE PROFESSIONAL
DEVELOPMENT FOR PROMOTING INCLUSIVE EDUCATION. In INTED2019
Proceedings. https://doi.org/10.21125/inted.2019.0324
Rotatori, A. F., Bakken, J.P., Obiakor, F.E.; Burkhardt, S. & Sharma, U. (2014). Special
Education International Perspectives: Practices Across the Globe. Emerald Group
Publishing.
Rowe, W. (2014). Positionality. In The SAGE Encyclopedia of Action Research, D. Coghlan &

210
M. Brydon-Miller (Eds.).
http://sk.sagepub.com.libproxy1.usc.edu/reference/encyclopedia-of-action-research/n277.
i1.xml?term=positionality
Rueda, R. (2011). The 3 dimensions of improving student performance. New York, NY:
Teachers College Press.
Ryan, R. M., & Deci, E. L. (2000). 2000 Ryan and Deci SDT and wellbeing. American
Psychologist, 55(1), 68–78. https://doi.org/10.1037110003-066X.55.1.68
Ryan, R. M., & Deci, E. L. (2018). Self-Determination Theory: Basic Psychological Needs in
Motivation, Development, and Wellness. Guilford Publications.
Rybchenko, L., & Ostrovskii, I. (2020). Peculiarities of inclusive education of ASD children in
Ukraine. Journal of Education Culture and Society, 6(2), 229-239.
https://doi.org/10.15503/jecs20152.229.239
Sailor, W., McLeskey, J., Satter, A., Waldron, N. L., & Woods, K. (2017). School improvement
through inclusive education. Oxford University Press.
Santisi, G., Magnano, P., Hichy, Z., & Ramaci, T. (2014). Metacognitive strategies and work
motivation in teachers: An empirical study. Procedia-Social and Behavioral Sciences,
116(21), 1227–1231.
Sarason, S. (1971). The culture of the school and the problem of change. Boston: Allyn & Bacon.
Savolainen, H., Engelbrecht, P., Nel, M., & Malinen, O.(2012). Understanding teachers’
attitudes and self-efficacy in inclusive education: implications for pre-service and
in-service teacher education. In the European Journal of Special Needs Education (Vol.
27, Issue 1, pp. 51–68). https://doi.org/10.1080/08856257.2011.613603
Schalk, S. (2017). Critical Disability Studies as a Methodology. In Lateral (Vol. 6, Issue 1).

211
https://doi.org/10.25158/l6.1.13
Schaufeli, W. B., Bakker, A. B., & Salanova, M. (2006). The Measurement of Work Engagement
With a Short Questionnaire: A Cross-National Study. Educational and Psychological
Measurement, 66(4), 701–716.
Schein, E.H. (2017). Organizational culture and leadership, 5th Edition. San Francisco: JosseyBass.
Schwab, S. (2020). Inclusive and Special Education in Europe. In Oxford Research Encyclopedia
of Education. https://doi.org/10.1093/acrefore/9780190264093.013.1230
Schwandt, D., & Marquardt, M. (1999). Steps and strategies for bringing organizational
learning to your organization. Organizational learning from world-class theories to global
best practices. New York, NY: St. Lucie Press, 227-249.
Sharma, U., & George, S. (2016). Understanding Teacher Self-Efficacy to Teach in Inclusive
Classrooms. In Asia-Pacific Perspectives on Teacher Self-Efficacy (pp. 37–51).
https://doi.org/10.1007/978-94-6300-521-0_3
Sharma, U., & Salend, S. J. (2016). Teaching Assistants in Inclusive Classrooms: A Systematic
Analysis of International Research. Australian Journal of Teacher Education, 41(8).
Shchudlo, S., Zabolotna, O., & Lisova, T. (2018). Ukrainian teachers and the Learning
Environment.DOI: 10.13140/RG.2.2.19972.83845
Sheludko, I. & Bondarenko, M. (2018). “Professional Education Management:
Comparative Analysis of Ukraine and European Countries Experience.” Comparative
Professional Pedagogy. https://doi.org/10.2478/rpp-2018-0024.
Shestakevych, T., Pasichnyk, V., & Kunanets, N. (2019). Information and Technology Support of
Inclusive Education in Ukraine. In Advances in Intelligent Systems and Computing (pp.
746–758). https://doi.org/10.1007/978-3-319-91008-6_73

212
Shevchenko, K.(2016). Institute of Pedagogical and Adult Education of the NAPS of Ukraine, &
Ukraine. Training Future Teachers in Lecturing Skills in China and Ukraine. The
Advanced Science Journal (Vol. 2016, Issue 1, pp. 76–78).
https://doi.org/10.15550/asj.2016.01.076
Shevchuk, O. M., Mokhonchuk, S. M., Lysodyed, O. V., & Mamonova, V. V. (2020). On some
features of the implementation of the right to inclusive educations of humans with
disabilities in Ukraine. Humanities and Social Sciences Reviews, 8(2 Special issues),
102–108. https://doi.org/10.18510/hssr.2020.82e11
Schuelka, M.J. (2018). Implementing inclusive education. K4D Helpdesk Report. Brighton, UK:
Institute of Development Studies.
Simonchuk, E. (2020). The Dynamics of Class Structure in Post-Soviet Ukraine. In Ukraine in
Transformation (pp. 55–90). https://doi.org/10.1007/978-3-030-24978-6_4
Sleeter, C. (2010).“Building Counter-Theory about Disability”, Disability Studies Quarterly,
30(2). doi:10.18061/dsq.v30i2.1244
Smagorinsky, P. (2012). Vygotsky, “Defectology," and the Inclusion of People of Difference in
the Broader Cultural Stream. Journal of Language and Literacy Education [Online], 8(1),
1-25. http://jolle.coe.uga.edu/wpcontent/uploads/2012/05/Vygotsky-and-Defectology.pd
Smith, D. (2015). Most people have no idea whether they’re paid fairly. Harvard Business
Review, 12.
http://www.pahrts.mntheateralliance.org/wp-content/uploads/2016/04/PaidFairly.pdf
Sobel, D. (2018). Narrowing the Attainment Gap: A handbook for schools. Bloomsbury
Publishing.
Sobel, D. (2019). Leading on Pastoral Care: A Guide to Improving Outcomes for Every Student.
Bloomsbury Publishing.

213
Sofiy, N., Svarnyk, M., & Trohanis, P. (2006). Disabled children right to inclusive education in
Ukraine. Kyiv, Ukraine: International Renaissance Foundation
Sondergaard, L. M. (2018). Ukraine Education Policy Note: Introducing the New Ukrainian
School in a Fiscally Sustainable Manner. The World Bank.
http://documents.worldbank.org/curated/en/090224b086064e6a_1_0
Stepaniuk, I. (2019). Inclusive education in Eastern European countries: a current state and
future directions. International Journal of Inclusive Education, 23(3), 328–352.
Stepanova, G. A. (2019). Inclusive Education And Society.
https://doi.org/10.15405/epsbs.2019.04.106
Stevens, F. G., Plaut, V. C., & Sanchez-Burks, J. (2008). Unlocking the benefits of diversity:
All-inclusive multiculturalism and positive organizational change. The Journal of
Applied Behavioral Science, 44(1), 116–133.
Stewart, V. (2012). A World-class Education: Learning from International Models of Excellence
and Innovation. ASCD.
Sutcliffe-Rausch, G. (2017). Special Education Needs: A Guide for Inclusive Practice (2nd
ed.). International Journal of Disability, Development, and Education (Vol. 64,
Issue 6, pp. 670–671). https://doi.org/10.1080/1034912x.2017.1390881
Szecsi, T., & Giambo, D. A. (2007). Inclusive Educational Practices around the World: An
Introduction. Childhood Education, 83(6), 338–341.
Talanchuk, I. T. (2015). Ukraine Administrative and Legal Regulation of Education for
Persons with Disability. SOCIAL WELFARE: INTERDISCIPLINARY APPROACH, 1(5),
94-101.
Thompson, S. (2017). Defining and measuring ‘inclusion within an organization.
Tokaruk, L. (2015). THE AMERICAN INCLUSIVE EDUCATION OF PEDAGOGICAL

214
COLLABORATION--UKRAINIAN REALITIES. The Results of Pedagogical
Researches by Scientific-Pedagogical Staff, Teachers, Scientists, Postgraduate Students
Who, 2.
http://www.library.univ.kiev.ua/ukr/host/10.23.10.100/db/ftp/visnyk/pedagogyk_2_2015.
Tolksdorf, D. (2014). The European Union to the rescue of ukraine. Foreign Policy, autumn
issue, (3), 109-119.
Tyldum, G. (2015). A Welcomed Separation: Understanding female migration in light of limited
access to divorce. In Nordic Journal of Migration Research (Vol. 5, Issue 3, p. 135).
https://doi.org/10.1515/njmr-2015-0016
Unesco. (1994). The Salamanca Statement and Framework for action on special needs
education: adopted by the World Conference on Special Needs Education; Access and
Quality. Salamanca, Spain, 7-10 June 1994. Unesco.
van IJzendoorn, et al. (2011). Children in Institutional Care: Delayed Development and
Resilience. Monographs of the Society for Research in Child Development, 76(4), 8–
30. doi:10.1111/j.1540-5834.2011.00626.x
Vik, S. & Somby, H. (2018). Defectology and inclusion. Problemy Wczesnej Edukacji, XIV(3
(42), 94–102.
Vorotnykova, I. P. (2019). EXPERIENCE OF USING E-TEXTBOOKS AND ELECTRONIC
EDUCATIONAL MEANS IN SCHOOL WITHIN THE FRAMEWORK OF GENERAL
SECONDARY EDUCATION DIGITALIZATION IN UKRAINE. INFORMATION
TECHNOLOGIES AND LEARNING TOOLS, 71(3), 23–39.
https://doi.org/10.33407/itlt.v71i3.2552
Vehmas, S., & Watson, N. (2014). Moral wrongs, disadvantages, and disability: a critique of
critical disability studies. Disability & Society, 29(4), 638–650.

215
Veira-Ramos, A., Liubyva, T., & Golovakha, E. (2019). Ukraine in Transformation: From
The Soviet Republic to European Society. Springer Nature.
Vygotsky, L. S. (2012). The Collected Works of L.S. Vygotsky: The Fundamentals of Defectology
(Abnormal Psychology and Learning Disabilities). Springer Science & Business Media.
Wanner, C. (1995). Educational practices and the making of national identity in post-Soviet
Ukraine. Anthropology of East Europe Review, 13(2), 8–17.
Wasserman, D., Asch, A., Blustein, J., and Putnam, D. (2016). "Disability: Definitions, Models,
Experience", The Stanford Encyclopedia of Philosophy
https://plato.stanford.edu/archives/sum2016/entries/disability/
Webber, C. F., & Scott, S. (2009). Leadership development in support of inclusive education in
Ukraine. Leading and Managing.
https://search.informit.com.au/documentSummary;dn=974976888423808;res=IELHSS
Whitaker, S. D. (2017). Supporting Beginning Special Education Teachers. Focus on Exceptional
Children, 34(4). https://doi.org/10.17161/foec.v34i4.6787
Wigfield, A., & Eccles, J. S. (2000). Expectancy-Value Theory of Achievement Motivation.
Contemporary Educational Psychology, 25(1), 68–81.
Wigfield, A., & Gladstone, J. R. (2019). What Does Expectancy-value Theory Have to Say about
Motivation and Achievement in Times of Change and Uncertainty? In Motivation in
Education at a Time of Global Change (Vol. 20, pp. 15–32). Emerald Publishing Limited.
Winter, E., & O’Raw, P. (2010). Literature review of the principles and practices relating to
inclusive education for children with special educational needs. National Council for
Special Education. Trim, Northern Ireland.
http://www.nabmse.org/wp/wp-content/uploads/downloads/2012/07/NCSE_Inclusion.pdf
Winzer, M. & Mazurek, K. (2017): The Convention on the Rights of Persons with

216
Disabilities: Reconstructing disability to reimagine education. In: M. Hughes & E.
Wisdom, J., & Creswell, J. W. (2013). Mixed methods: integrating quantitative and qualitative
data collection and analysis while studying patient-centered medical home models.
Rockville: Agency for Healthcare Research and Quality.
World Bank Group. (2018). Ukraine Education Policy Note: Introducing the New Ukrainian
School in a Fiscally Sustainable Manner. World Bank.
Wojcik, S., and Wlodarczyk, J. (2013). The problem of Child Abuse. Comparative Report from
Six East European Countries 2010-2013. Nobody’s Children Foundation.
Yekelchyk, S. (2007). Ukraine: Birth of a Modern Nation. Oxford University Press.
Zaiarniuk, O. V. (2015). Inclusive education in Ukraine: problems and solutions. Bulletin of
International Humanitarian University, 11, 190–193.
Zaika, V. (2018). Protection of rights of people with special educational needs in Ukraine. In
Lubelski Rocznik Pedagogiczny (Vol. 37, Issue 2, p. 171).
Zak, P.J. (2017). The trust factor: The science of creating high-performance companies. New
York, NY: AMACOM. Introduction and Chapter 1, pp. 1-29.
Zasenko, V., & Prokhorenko, L. (2018). Educational development priorities for people with
special needs in Ukraine. Education: Modern Discourses, 1, 161–166.
Zavala-Rojas, D. (2014). A procedure to prevent differences in translated survey items using
SQP. https://repositori.upf.edu/handle/10230/28351
Zdragat, S. (2016). Inclusive education in Ukraine: the readiness of mass school managers. In
Ukrainian society (Vol. 2016, Issue 1, pp. 8–18)
https://doi.org/10.15407/socium2016.01.008

217
Appendix A
Map of Ukraine
(armstrongeconomics.com)

218
Appendix B
Organizational Structure of ORT Educational Complex #1

219
Appendix C
Survey
Question
Open or
Closed
Response options (if
close-ended)
Choose the most
appropriate answer. RQ
The concept being
measured (from the
emerging
conceptual
framework)
1. What is your role in the school and
does it include administrative duties?
Яка ваша роль у школі та чи
включає вона адміністративні
обов'язки?
Open Open narrative
Відкритий розповідь
RQ 2 KMO
2. I am concerned that my workload
will increase if I have students with
disabilities in my class.
Я стурбований тим, що моє
навантаження збільшиться,
якщо у мене в класі будуть
студенти з обмеженими
можливостями.
Closed ❏ Strongly agree
❏ Agree
❏ Disagree
❏ Strongly disagree
❏ Абсолютно
згодний
❏ Погодьтеся
❏ Не згодні
❏ Категорично не
згоден
RQ 2 KMO
Motivation
Organizational
support

220
3. I am concerned that I will be more
stressed if I have students with
disabilities in my class.
Я стурбований тим, що в мене
буде більший стрес, якщо у мене
в класі будуть студенти-інваліди
Closed ❏ Strongly agree
❏ Agree
❏ Disagree
❏ Strongly disagree
❏ Абсолютно
згодний
❏ Погодьтеся
❏ Не згодні
❏ Категорично не
згоден
RQ2
RQ3
KMO
Motivation
Organizational
support
4. I am concerned that the rest of the
class will not accept students with
disabilities.
Я стурбований тим, що решта
класу не прийме учнів з
обмеженими можливостями.
Closed ❏ Strongly agree
❏ Agree
❏ Disagree
❏ Strongly disagree
❏ Абсолютно
згодний
❏ Погодьтеся
❏ Не згодні
❏ Категорично не
згоден
RQ1
Critical Disability
theory
Stigmatization
They are changing
cultural beliefs
regarding people
with disabilities.
5. I am concerned that I do not have
the knowledge and skills required to
teach students with disabilities.
Я стурбований тим, що не маю
знань та навичок, необхідних
для навчання студентів з
обмеженими можливостями.
Closed ❏ Strongly agree
❏ Agree
❏ Disagree
❏ Strongly disagree
❏ Абсолютно
згодний
❏ Погодьтеся
❏ Не згодні
Категорично не
згоден
RQ2 KMO
Lack of teacher
training

221
6. I have never worked with other
adult specialists in my class and I am
nervous about doing this.
Я стурбований тим, що не маю
знання та навігації, необхідних
для навчання студентів з
обмеженими можливостями.
Closed ❏ Strongly agree
❏ Agree
❏ Disagree
❏ Strongly disagree
❏ Абсолютно
згодний
❏ Погодьтеся
❏ Не згодні
❏ Категорично не
згоден
RQ1 Critical Disability
Theory
Stigmatization
7. I am concerned that it will be
difficult to give appropriate attention
to all students in an inclusive
classroom.
Я стурбований тим, що буде
важко приділити належну увагу
всім учням в інклюзивному
класі.
Closed ❏ Strongly agree
❏ Agree
❏ Disagree
❏ Strongly disagree
❏ Абсолютно
згодний
❏ Погодьтеся
❏ Не згодні
❏ Категорично не
згоден
RQ2
RQ3
KMO
Lack of teacher
training
Lack of knowledge
8. The training received was
appropriate for Ukrainian teachers
and has prepared me for the new
challenges an inclusive classroom
will provide.
Отриманий тренінг був
відповідним для українських
вчителів і підготував мене до
нових викликів, які забезпечить
інклюзивний клас.
Closed ❏ Strongly agree
❏ Agree
❏ Disagree
❏ Strongly disagree
❏ Абсолютно
згодний
❏ Погодьтеся
❏ Не згодні
❏ Категорично не
згоден
RQ2
RQ3
KMO

222
9. What deficiency do you think is
the most difficult to cope with in a
classroom?
Як ви думаєте, з яким дефіцитом
найважче впоратися в класі?
Closed ❏ Learning difficulty
❏ Behavior difficulty
❏ Physical difficulty
❏ Труднощі в
навчанні
❏ Складність
поведінки
❏ Фізичні труднощі
RQ1
RQ2
KMO
Knowledge of
teachers
The motivation of
teachers
Organizational
support
10. What, in your opinion, is the
main reason to exclude students from
classrooms?
Що, на вашу думку, є основною
причиною виключення учнів із
аудиторій?
Open

Open narrative RQ1 Critical Disability
Theory
Lack of inclusion
11. I can approach my colleagues for
assistance when needed if I have
students with special needs in my
classroom.
Я можу звернутися по допомогу
до своїх колег, якщо у мене в
класі є студенти з особливими
потребами.
Closed ❏ Strongly agree
❏ Agree
❏ Disagree
❏ Strongly disagree
❏ Абсолютно
згодний
❏ Погодьтеся
❏ Не згодні
❏ Категорично не
згоден
RQ1
RQ2
RQ3
KMO
Are teachers
adjusting to the new
style of collaboration
with colleagues?

223
12. I am provided with sufficient
material to be able to make
appropriate accommodations for
students with special needs.
Мені надається достатньо
матеріалів, щоб я міг
забезпечити відповідне житло
для студентів з особливими
потребами.
Closed ❏ Strongly agree
❏ Agree
❏ Disagree
❏ Strongly disagree
❏ Абсолютно
згодний
❏ Погодьтеся
❏ Не згодні
❏ Категорично не
згоден
RQ2
RQ3
KMO
Organizational
support
Lack of funding and
resources
13. Collaboration with parents is
essential.
Важливою є співпраця з
батьками.
Closed ❏ Strongly agree
❏ Agree
❏ Disagree
❏ Strongly disagree
❏ Абсолютно
згодний
❏ Погодьтеся
❏ Не згодні
❏ Категорично не
згоден
RQ1
RQ3
Critical Disability
Theory
Changing cultural
beliefs regarding
prejudice against
people with
disabilities
14. I need additional training to teach
students with an IEP (Individual
Education Plan) appropriately.
Мені потрібна додаткова
підготовка, щоб належним
чином навчити студентів з IEP
(Індивідуальний навчальний
план).
Closed ❏ Strongly Disagree
❏ Disagree
❏ Strongly Agree
❏ Agree
❏ Абсолютно
згодний
❏ Погодьтеся
❏ Не згодні
❏ Категорично не
згоден
RQ1
RQ3
Lack of teacher
training
Lack of knowledge

224
15. At this school, teachers are
treated and respected as educational
professionals.
У цій школі вчителів поважають
і поважають як освітніх
професіоналів.
Closed ❏ Strongly Disagree
❏ Disagree
❏ Strongly Agree
❏ Agree
❏ Абсолютно
згодний
❏ Погодьтеся
❏ Не згодні
❏ Категорично не
згоден
RQ1 KMO
Support for teachers
to improve the lack
of respect for the
teaching profession
16. How has COVID 19
impacted your teaching
and preparation for
inclusion?
Как появился COVID 19
повлиял на ваше обучение
и подготовка к
включение?
Open Open narrative KMO
17. How long have you been in the
teaching profession?
Як довго ви працюєте вчителем?
Closed ❏ 0-5 years
❏ 5-10 years
❏ 10-15 years
❏ More than 15 years
❏ 0-5 років
❏ 5-10 років
❏ 10-15 років
❏ Більше 15 рокіB
RQ1
RQ2
Knowledge and
Motivation of
teachers

225
Appendix D
Certified Translators Signature

226
Appendix E
Interview Protocol
Introduction to the Interview:
Dear teachers,
Thank you for agreeing to participate in this interview on the implementation of inclusive education
in Ukraine. My purpose is to gain a clearer understanding of your work towards this first inclusive
school in Ukraine. As I delve deeper into answering my research questions about how best to support
the teachers in their new school, your answers will be a valuable resource. Please will you allow me
to record this interview so that I do not miss any valuable information? Feel free to ask me any
questions and I will do my best to answer them.
Let’s begin.
Interview Questions
Potential
Probes RQ KMO Influences
KMO
(Clark
&
Estes,
2008)
1.What is your role in the school and do
you have any administrative duties?
Is there
anything you
would like to
be different
about your
position?
RQ2
RQ3
Knowledge Influence 1
Knowledge Influence 2
Motivational Influence 1
Motivational Influence 2
Motivational Influence 3
Organizational Influence 1
Organizational Influence 2
Organizational Influence 3 KMO
2. What prompted your interest in
participating in training for inclusive
education?
Can you
elaborate?
RQ1
RQ2
RQ3
Knowledge Influence 1
Knowledge Influence 2
Motivational Influence 1
Motivational Influence 2
Motivational Influence 3
Organizational Influence 1
Organizational Influence 2
Organizational Influence 3 KMO

227
3. What has been the greatest challenge
for you being trained via ZOOM?
How did this
make you
feel?
RQ2
Knowledge Influence 1
Knowledge Influence 3
Motivational Influence 1
Organizational Influence 3 KMO
4. In what way do you feel you are
contributing to bringing change to your
country?
Can you
describe this
satisfaction? RQ1
Knowledge Influence 1
Motivational Influence 1
Motivational Influence 2
Motivational Influence 3 M
5. Do you trust that your organization is
doing their best to prepare teachers for
this new role as inclusive educators?
Can you give
examples?
RQ1
RQ2
RQ3
Organizational Influence 1
Organizational Influence 2
Organizational Influence 3
Organizational Influence 4 O
6. What accomplishment with regards to
the school are you most proud of?
Please explain
further?
RQ1 Motivational Influence 3
Organizational Influence 4 MO
7. Can you describe some of the
challenges that need to be addressed
before the school opens?
Can you
elaborate?
RQI
RQ2
RQ3
Organizational Influence 3
Organizational Influence 2
Motivational Influence 1 MO
8. What obstacles do you foresee for the
teachers in the near future?
How have
you planned to
overcome
these
obstacles?
RQ1
RQ2
Knowledge Influence 1
Knowledge Influence 2
Organizational Influence 4 KO
9. How, if at all, has COVID-19 impacted
the school’s progress?
Can you
explain the
effects?
RQ2
RQ3
Knowledge Influence 2
Motivational Influence 1
Organizational Influence 2 KMO
10. How do you feel about working
collaboratively or in teams with other
teachers and specialists?
Is there a
sense of trust
among the
teachers to
work in
teams?
RQ1
RQ2
RQ3
Knowledge Influence 1
Motivation Influence 1
Organizational Influence 1 KMO
11. How would you describe your hopes
for future FSU schools?
How does this
make you
feel?
RQ1
RQ3
Knowledge Influence 4
Motivational Influence 2
Organizational Influence 1 KMO

228
12. How do you think Ukrainian culture
will adjust to these educational reforms
being introduced?
Can you
elaborate?
RQ1
RQ3
Knowledge Influence 1
Motivational Influence 3
Organizational Influence 1 KMO
13. What are your top priorities for
yourself and your students in your
classroom?
Can you
explain how to
achieve this?
RQ1
RQ2
RQ3
Knowledge Influence 3
Motivational Influence 2
Organizational Influence 3
Organizational Influence 4
KMO
14. Is there anything you would like to
add to our discussion?
RQ1
RQ2
RQ3 KMO
The conclusion to the interview:
Dear Teachers,
Thank you for participating in this interview and for allowing me to take up so much of your
time. This was most interesting and useful to my research and I am happy to share this with you
once it is completed. I am indebted to the continual work you are doing to help us realize this
very important goal for children in Ukraine.
Sincerely,
Elana

229
Appendix F
Information Sheet for Exempt Research
University of Southern California
Rossier School of Education
INFORMATION SHEET FOR EXEMPT RESEARCH
STUDY TITLE: Implementing Inclusive Education in Ukraine: Developing Teachers and
Partnerships for Change
PRINCIPAL INVESTIGATOR: Elana Glasenberg
You are invited to participate in a research study. Your participation is voluntary. This document
explains information about this study. You should ask questions about anything that is unclear
to you.
PURPOSE
The purpose of this study is to make sure that teachers at school #141 feel efficacious in
implementing inclusive education by September 2021. We hope to learn that training for
teachers has been beneficial and that they feel motivated and confident to take on this new
challenge. You are invited as a possible participant because you have participated in the training
through Inclusion Experts.
PARTICIPANT INVOLVEMENT
If you decide to take part, you will be asked to participate in a survey and some teachers
will be asked to also participate in an interview that will take approximately 45 minutes. With
your permission, I will record the interviews on ZOOM so that I do not miss anything valuable.
In certain situations, a translator will be present. We will only discuss what you are comfortable
with and if at any time you feel uncomfortable, I will stop the recording. Please let me know if
you have any questions and please also confirm your consent to record.
CONFIDENTIALITY

230
The members of the research team and the University of Southern California
Institutional Review Board (IRB) may access the data. The IRB reviews and monitors research
studies to protect the rights and welfare of research subjects. All recordings will be kept on a
separate file on my computer, which is password protected. All participants will remain
anonymous. Data will be retained until the conclusion of the dissertation. After that, all
recordings will be deleted.
INVESTIGATOR CONTACT INFORMATION
If you have any questions about this study, please contact Elana Glasenberg
(eglasenb@usc.edu) or Dr. Cathy Krop, Dissertation Chair (krop@usc.edu)
IRB CONTACT INFORMATION
If you have any questions about your rights as a research participant, please contact the
University of Southern California Institutional Review Board at (323) 442-0114 or email
irb@usc.edu.
Thank you in advance for being part of this research that will hopefully improve the lives of
Ukrainian schoolchildren.

Abstract (if available)

Linked assets

University of Southern California Dissertations and Theses

Conceptually similar

PDF

Implementing inclusive education in Ukraine: developing teachers and partnerships for change

PDF

The examination of the perceptions of general education teachers, special education teachers, and support personnel on the inclusion of students with special needs

PDF

Teachers’ experiences and preparedness to teach in an inclusive environment

PDF

Teachers' perspectives on the inclusion of students with autism spectrum disorders in the general education classroom: a gap analysis

PDF

A comparative case study on the impact of Black male teachers on implementing inclusive and antiracist practices in elementary-middle education

PDF

Key stakeholders' role in implementing special education inclusion program in an urban high school: leadership and school culture

PDF

Examining teachers’ perceptions of diversity, equity, and inclusion professional development

PDF

Better together: teacher attrition, burnout, and efficacy

PDF

Mentoring new teachers of color: how induction mentors characterize their preparation and practices that support new teachers of color

PDF

Toward equity and inclusion for developmentally disabled persons: a study of electoral engagement

PDF

Community college faculty member perspectives of workforce development-oriented public-private partnerships

PDF

Factors and forces of impact: teaching students with disabilities in Mexican universities

PDF

The effects of inclusive education on academic achievement for special education and general education students of color: a meta-analysis

PDF

An evaluation of project based learning implementation in STEM

PDF

“A thread throughout”: the KMO influences on implementing DEI strategic plans in state and municipal governments

PDF

Power-sharing in co-constructed community-school partnerships: examining values, opportunities, and barriers around community engagement in New York City school leadership teams

PDF

Closing the achievement gap for students with disabilities: a focus on instructional differentiation - an evaluation study

PDF

An analysis of reflective practices utilized to support the inclusion of K-5 students with disabilities

PDF

The implementation of response to intervention: an adapted gap analysis

PDF

Understanding the needs of primary school teachers operating in international crisis response in the Democratic Republic of the Congo and Ethiopia…

Asset Metadata

Creator Glasenberg, Elana (author)

Core Title Implementing inclusive education in Ukraine: developing teachers and partnerships for change

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Degree Conferral Date 2024-08

Publication Date 06/27/2024

Defense Date 05/08/2021

Publisher Los Angeles, California (original), University of Southern California (original), University of Southern California. Libraries (digital)

Tag burnout,collaboration,COVID-19,culture,defectology,inclusive education,institutionalization,knowledge,learning difficulties,Motivation,OAI-PMH Harvest,organizational change,ORT,parents,partnerships,profession,resources,respect,salaries,segregation,soviet,stakeholders,state,stigmatization,support,teachers,Technology,training,Ukraine,Wheelchairs,workload

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Krop, Cathy (committee chair), Ott, Maria (committee member), Zavgorodnya, Maryna (committee member)

Creator Email eglasenb@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC1139971UN

Unique identifier UC1139971UN

Identifier etd-Glasenberg-13162.pdf (filename)

Legacy Identifier etd-Glasenberg-13162

Document Type Dissertation

Format theses (aat)

Rights Glasenberg, Elana

Internet Media Type application/pdf

Type texts

Source 20240627-usctheses-batch-1175 (batch), University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright.

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA

Repository Email cisadmin@lib.usc.edu