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Implementing inclusive education in Ukraine: developing teachers and partnerships for change
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Implementing inclusive education in Ukraine: developing teachers and partnerships for change
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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
August 2021
© Copyright by Elana Glasenberg, 2021
All Rights Reserved
The Committee for Elana Glasenberg certifies the approval of this Dissertation.
Maria Ott
Maryna Zavhorodnia
Cathy Sloane Krop, Committee Chair
Rossier School of Education
University of Southern California
2021
iv
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, with reconstruction
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 respect for the
teaching profession, fear of expectations and burnout, lack of resources, and the need to improve
v
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.
vi
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.
vii
Acknowledgments
During Immersion 1 (January 2019), a USC professor said this program would become
challenging because “life happens.” None of us ever imagined that life would happen the way it
did in 2020 due to COVID-19. The pandemic tore families, friends, and colleagues apart. This
life-altering journey could not have been possible without these diverse and supportive people:
To my Dissertation Chair, Dr. Cathy Krop. Throughout this journey, I felt immense
gratitude for having you assigned as my Chair. Your academic rigor, enthusiasm, and passion for
this school and its students provided me with the motivation I needed to accomplish this work.
Thank you for your endless hours invested in my study, your kindness, and your genuine concern
for the situation in Ukraine. Most importantly, thank you for sharing this journey with me.
To my Dissertation Committee, Dr. Maria Ott, and Dr. Maryna Zavhorodnia. I was
deliberate in choosing my committee and soon realized I had assembled the dream team. Dr. Ott,
as my Leadership Professor, I was fortunate to benefit from your expertise on this topic. Dr.
Zavhorodnia shared the Ukrainian perspective with us and continually challenged me to step out
of my world into a completely unknown world. Thank you both for your sharp intellectual minds
and compassion for students.
To the inspiring USC professors and academic experts I met along the way. I am forever
grateful for everything you have taught me. Your knowledge, vision, and motivation to change
the world continue to resonate with me. Thank you, Peter C. Mott (Tree Top Visions), and
Daniel Sobel (Inclusion Experts), for your contribution to this project.
To Saturday Survivors from Cohort 13. Saturday Survivors became the social highlight
of my week, and I looked forward to seeing you, even though it was only via Zoom. I made
friends who will remain forever in my heart! To Fast & Curious/ Three’s Company aka the Cop
viii
(James Concannon) and the Captain (Bill Sherrod), I am grateful to both of you for pushing me
to go that extra mile. Your work ethic is unlike anything I have ever seen. Thank you for your
patience with me and for proofreading ‘the Teacher’s’ assignments. Your dry sense of humor
made me ‘belly’ laugh when things were not that funny. Thank you for dragging me through
classes during the day and even during the middle of the night. Thank you James for getting me
across the line! Emily Marty Soto and Omar Salah (the Cool Kids), thank you for allowing me to
belong to your generation for a while. You inspired me constantly and we shared much laughter.
To my dearest friend, Maryann Canzanella. Thank you for living through this experience
with me and for believing in me. You are the sister I never had. I love you!
To my parents, Maureen and Ivan Orelowitz. You instilled in me the importance of a
good education and confidence. Thank you for all the sacrifices you made to ensure I achieved
this. I love you both and cannot wait to be together!
To my siblings, Russ and Brad Orelowitz. Thanks for the applause when needed. You
guys are the best!
To my children, Fran and Gil. I am fortunate to have you as my children! Never forget
that education opens so many doors. I love you so much!
To my grandson, Noah Shai Lituchy. I missed being there when you were born, and I
missed the first six months of your life. I hope from now on that nothing will ever keep us apart
that long.
To my husband, Ivan. I saved the most important for last. Without your brilliant mind and
generous heart, this project would not have been possible. Thank you for trusting me to set such
high goals and never discouraging me, even when times were challenging. You are a true leader
who leads by example and always fights for those less privileged. I love you! Fight On!
ix
Table of Contents
Abstract .......................................................................................................................................... iv
Dedication ...................................................................................................................................... vi
Acknowledgments......................................................................................................................... vii
List of Tables ................................................................................................................................. xi
List of Figures ............................................................................................................................... xii
List of Abbreviations ................................................................................................................... xiii
Chapter One: Introduction to the Problem of Practice.....................................................................1
Background of the Problem ................................................................................................ 3
Importance of the Study ...................................................................................................... 6
Organizational Context and Mission .................................................................................. 8
Organizational Goal .......................................................................................................... 11
Description of Stakeholder Groups and Performance Goals ............................................ 14
Performance Goals Related to the Problem of Practice .................................................... 19
Purpose of the Study and Research Questions .................................................................. 20
Overview of Theoretical and Methodological Framework ............................................... 20
Definitions......................................................................................................................... 21
Organization of the Dissertation ....................................................................................... 22
Chapter Two: Review of the Literature .........................................................................................23
Historical Background to Ukrainian Education and Current Reforms ............................. 24
Ukrainian Reforms to Education ...................................................................................... 33
Barriers Preventing Inclusive Education .......................................................................... 40
Characteristics and Status of Teachers in Ukraine ........................................................... 45
Best Practices in Inclusive Schools................................................................................... 48
Clark and Estes’s Gap Analytic Conceptual Framework ................................................. 53
x
Stakeholder Knowledge, Motivation, and Organizational Influences .............................. 55
Conclusion ........................................................................................................................ 75
Chapter Three: Methodology .........................................................................................................76
Overview of Methodology ................................................................................................ 77
Reliability and Validity ..................................................................................................... 86
Ethics and Role of the Researcher .................................................................................... 87
Limitations and Delimitations ........................................................................................... 89
Conclusion ........................................................................................................................ 92
Chapter Four: Results and Findings ...............................................................................................93
Participating Stakeholders ................................................................................................ 94
Results and Findings for Knowledge, Motivation, and Organizational Influences ........ 100
Impact of Covid-19 on This Study.................................................................................. 133
Summary of Results and Findings .................................................................................. 136
Chapter Five: Recommendations .................................................................................................143
Recommendations for Practice to Address Knowledge, Motivation, and
Organizational (KMO) Influences on Performance ........................................................ 146
Implementation and Evaluation Framework ................................................................... 173
Future Research Recommendations ................................................................................ 179
Conclusion ...................................................................................................................... 181
References ....................................................................................................................................184
Appendix A: Organizational Structure of ORT Educational Complex 1 ....................................215
Appendix B: Survey .....................................................................................................................216
Appendix C: Certified Translators Signature ..............................................................................224
Appendix D: Interview Protocol ..................................................................................................225
Appendix E: Information Sheet for Exempt Research ................................................................229
Appendix F: Build-Up of Russian Troops in Ukraine (April, 2021) ...........................................231
xi
List of Tables
Table 1 Organizational Mission, Organizational Goal, and Stakeholder Group’s Performance
Goals 19
Table 2 Knowledge Influences on Performance 61
Table 3 Motivation Influences 66
Table 4 Organizational Influences 72
Table 5 Stakeholders Who Participated in Interviews 97
Table 6 Knowledge Influences: Assumed Influences and Themes Found in Data 101
Table 7 Motivation Influences 115
Table 8 Organizational Influences 123
Table 9 Summary of Needs and Influences in Inclusive Education 140
Table 10 Summary of Knowledge Influences and Recommendations 148
Table 11 Summary of Motivation Influences and Recommendations 161
Table 12 Summary of Organizational Influences and Recommendations 169
Table 13 NCSE Inclusive Education Framework 176
Table D1 Interview Question Alignment 225
xii
List of Figures
Figure 1 Total COVID-19 Cases in Ukraine 13
Figure 2 Inclusive Training Plan for Teachers (March 2020–July 2023) 18
Figure 3 Gap Analysis 55
Figure 4 Conceptual Framework 74
Figure 5 Convergent Design 77
Figure 6 NVivo Word Frequency 99
Figure 7 Qualtrics Survey 2021: Are You Concerned That the Rest of the Class Will Not Accept
Students With Disabilities? 105
Figure 8 Qualtrics Survey 2021: I Need Additional Training to Appropriately Teach Students
With an IEP (Individual Education Plan) 108
Figure 9 Qualtrics Survey (2021): The Training Received Was Appropriate for Ukrainian
Teachers and Has Prepared Me for the New Challenges an Inclusive Classroom Will Provide 110
Figure 10 Qualtrics Survey (2021): Teachers Are Treated and Respected As Professionals 121
Figure 11 Qualtrics Survey (2021): I Have Never Worked With Other Adult Specialists in My
Class, and I Am Nervous About Doing This 131
Figure 12 NCSE Three-Year Cycle 179
Appendix F: Build-Up of Russian Troops in Ukraine (April, 2021) 231
xiii
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
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; Philips, 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. Further, 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 1,200 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 continues to reexamine its
policies for addressing students’ needs with physical and mental difficulties.
This study examines a new school being built in Ukraine to introduce inclusive education
for children with mental and physical disabilities equal to other European countries. In particular,
3
it seeks to understand the teachers’ experience in preparing to take on this new role, including
the assets they bring and their continuing needs to incorporate inclusive practices into their
classrooms. 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, methodological 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 other
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 (Philips, 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.
4
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
(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, new forms of schooling 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 remain limited due to deficiencies in maintaining
records (Rotatori et al., 2014; van IJzendoorn et al., 2011).
Children with mental and physical difficulties are labeled as “invalids,” while their
teachers referred to as “defectologists,” emphasize their diversity and deficiencies (Kalinnikova
5
& Trygged, 2014; Philips, 2011; Rasell, 2013; Smagorinsky, 2012). Defectology was used
during Soviet times to divide educable and non-educable children (Vygotsky, 2012). In 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 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, there 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. 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).
6
Also, inclusive education requires family support, leadership, teachers’ training, and
building up resources (Bondar, 2014; Korzh, 2014; Loreman et al., 2016). Numerous studies
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
et al., 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 et al., 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 10 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
7
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
children from receiving an education to meet their diverse needs suggests society will alienate
them 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 (Kolupayeva, 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 are available to diagnose children with
difficulties, but parents are still reluctant to have their children labeled. Tremendous challenges
8
lie ahead in implementing inclusive education, but of utmost importance is the fact that the
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 1,290
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.
9
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
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. Once changes to the structure exist, teacher training will begin so that
inclusion can start with the youngest students.
The secondary school has 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 will 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
can be admitted to Grades 1–4. When students move up a year, teachers who have already
completed the training provided on inclusive classroom practices and pedagogy 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.
10
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
schools, there is a willingness of 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 recently
empowered principals and school boards to make independent decisions regarding educational
structure and management (Gryshchenko, 2018). The NUS Concept 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 to enable cooperation in
general secondary and vocational education. Training at the Educational Complex exists in four
11
stages; such as 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 three-dimensional modeling. The 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 on an equal level to other European countries.
Students who can access the curriculum are invited 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 began in
March 2020 to provide teacher training to give teachers the skills and confidence to work with
children who have difficulties. Teachers will be able to conduct parent workshops to gain 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.
12
The goal is for teachers to be trained by September 2021 to prepare for a fully inclusive
school in Ukraine. The Swiss Foundation (U21) helped determine this goal. 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 purposes that
remain aspirational. With space for an extra 1,000 students, the new building will have access to
wheelchairs and special facilities for disabled children. This school building will be unique to
Ukraine and 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. 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, with lessons
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 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 had Coronavirus. 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.
13
Figure 1
Total COVID-19 Cases in Ukraine
Note. Adapted from “COVID-19 crisis response in eastern partner Countries” by European
Center for Disease Prevention and Control, 2020. Reprinted with Permission.
In Ukraine, the minimum subsistence level is approximately $130 per month (OECD,
2017). However, during the pandemic, the population living below this level rose to 45%
(OECD, 2017). 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 new school in 2019, allowing
those involved in the school’s development to visit several times and having the Mayor of Kyiv
14
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
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 of the design 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 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,
15
administrators, teachers, parents, and students. All are involved in helping achieve the
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 A) comprises 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 starting 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. September 1 is always the first day of school, celebrated by 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.
Although a complete analysis would involve all stakeholder groups, this study focuses 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. Teachers in
Ukraine generally have insufficient resources, challenging work assignments, and unclear
16
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
receive adequate compensation and expert training. 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 teachers’ beliefs, lack of leadership, and the lack of resources (Kutsyuruba &
Kovalchuk, 2015).
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 and their new roles, the foundation will be compensating
salaries. In addition, teachers who participate in the training are awarded certificates and 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. Training provided 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. They will
serve as role models, helping to implement inclusive education in Ukraine.
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 to certify them to train other teachers.
17
Training, which started in March 2020, moved online due to the outbreak of the Coronavirus. By
November 2020, teachers had developed a portfolio of practices to be demonstrated within the
new inclusive school.
Teachers of Grades 1–4 were the first group to begin teacher training, and each year
teachers of higher grades will be added. Once possible, as borders open and teachers are safe to
travel again, visits to inclusive schools outside Ukraine will enable teachers to see excellent
practices to generate these ideas with other teachers upon their return. Teachers who continue
training by completing their master's level coursework will also 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 of teachers
who have participated as the first group to be trained 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)
Note. From Sobel, D. (2018). Narrowing the attainment gap: A handbook for schools.
Bloomsbury Publishing. Created specifically for training teachers at #141. Reprinted with
Permission.
19
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.
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. 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 at ORT Educational
Complex 141 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 influences on performance to understand teachers’ needs
related to inclusive education 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. Further, 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
21
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) is a question of politics and power
(lessness; Hall, 2019).
● Defectology according to Vygotsky (1993) refers 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 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 is 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.
● Stigmatization as a concept shows that 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) is a concept (Hrynevych, 2016) that aims at
making governmental changes by 2029 with the hope of providing an inclusive education
for all children regardless of their unique needs.
22
● Special Education Needs (SEN) 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 introduced the
school's mission, goals, stakeholders, and the framework used to conduct this project. The first
chapter provided the reader with critical 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 study 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. This review also synthesizes the literature
on challenges experienced by Ukrainian teachers generally, which impact implementing
inclusive education for mentally or physically disabled students, including those 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
● Ukrainian Reforms to Education
● Barriers Preventing Inclusive Education
● Characteristics of the stakeholders
● Best practices in inclusive schools
Following the general literature review, this chapter presents the conceptual framework
guiding this research which utilizes a gap analysis (Clark & Estes, 2008) to examine teachers’
knowledge, motivation, and organization (KMO) influences that may impact the goal of
inclusive education for children at ORT Educational Complex in Ukraine. The Clark and Estes
(2008) gap analysis framework will look at inclusion in Ukraine from the teachers’ perspective.
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).
Critical disability theory (1937) plays a role in the lack of inclusive education in Ukraine because
24
people with 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
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. 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).
History of Soviet Rule in Ukraine and the Impact on Children With Disabilities
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 et al.,
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 et al., 2016). In contrast, supporting people
with disabilities in Ukraine has been associated with the country's values, socioeconomic
standing, and educational policies (Talanchuk, 2014). Thus, just as international inclusive
education was conceptualized over the past 20 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 et al., 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 et al., 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 et al.,
2014). Due to a high divorce rate in the country, many single mothers raise their children
(Tyldum, 2015).
The collapse of Soviet rule allowed educators to examine the education system in
Ukraine and look at the reasons for the lack of inclusive education (Kutsyuruba, 2011).
26
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; Kolupayeva,
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.
Children with disabilities were placed in boarding schools/ internats, separating them from
children who were “educable” (Dobrova-Krol & van IJzendoorn, 2017).
27
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 et al.,
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
et al., 2018).
On the other hand, research indicates that since 1991, Ukraine has struggled to revamp
the previous Soviet-style education (Bondar, 2014; 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
education is compulsory (Bondar, 2014). Non-governmental organizations promoted positive
changes by introducing new terminology such as “children with limited abilities” in place of
28
“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 must 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 (Dobrova-Krol,
2017; Mathews et al., 2015). According to Dubkovetska et al. (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
of these children remain institutionalized without their parents’ consent (Bondar, 2014; Budnyk
et al., 2016; Dobrova-Krol & van IJzendoorn, 2017). Parents who have attempted to raise their
29
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 & Matyukh, 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 et al., 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
pain (Mathews et al., 2015; Wójcik & Włodarczyk, 2013). Surveys and interviews conducted
across six countries had sample sizes ranging from 500 to 1,000 people over 15. Of these
30
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% (Wójcik &
Włodarczyk, 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 (Budnyk, 2019; Sajkowska, 2007; Wójcik & 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.
Given these points, children will suffer psychologically and physically from the harsh
effects of their living conditions. Ukraine inherited state-run institutions from the time of Soviet
31
rule. Children in these institutions are deprived of parental care from birth until they are young
adults. According to Philips (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 has no disability
● 1–2 has mild intellectual disability
● 3–4 had 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 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, 2018, p. 94).
Additionally, research suggests that Ukrainian institutions are known for their high child-
caregiver ratios and frequent caregiver turnover. By the age of three, children can have as many
as 50 different caregivers (Dobrova-Krol & van IJzendoorn, 2017; Mathews et al., 2015). The
32
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 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 &
33
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 student’s 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 et al., 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, 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
34
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 10 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
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
35
prejudices and acknowledge the needs of people with disabilities (Talanchuk, 2015), a goal that
the NUS reform hopes to achieve.
The 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
with 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 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 an inclusive education for
all children with special needs, providing them with quality education (Kalinin et al., 2018) as
implicit in this goal,
36
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 is being 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
● Creating new textbooks and resources
● Creating a system for educational statistics and analysis
● Participating in PISA (Program for International Student Assessment) in 2018
37
● 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
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
38
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 is transparently allocated so that the state and
the community are fully aware of how money is 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 NUS will be supported by disseminating e-
textbooks and e-courses for both teachers and students. Grants and subsidies will 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 to
contribute to digital pedagogy and electronic educational resources (Shestakevych et al., 2019).
The NUS Reforms introduction mandates that new textbooks, a digital e-learning platform,
39
professional development, appropriate school furniture, learning resources, and computers will
need to be provided (World Bank, 2018). With this in mind, the school must establish
partnerships with families to support these educational aspirations.
Partnerships
One of the five areas that gained tremendous attention in creating the NUS was Pedagogy
of Partnerships, 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 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 new relationships,
so parents consider the school an ally. This includes providing training for parents to deal with
their child's challenges to feel more knowledgeable and supported by the school. The goal is to
end the previous authoritarian style of communication (Kutsyuruba, 2016). These changes
40
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). The Ministry of Education will grant more freedom to teachers to develop
their 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
The Ministry of Education must inform the public to eliminate enduring myths and
prejudices about children with disabilities. By promoting positive images of disabled people in
society, Ukrainians may 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 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).
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Prevailing Attitudes
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 (Goodley et al., 2019; Hall, 2019; Vehmas & Watson, 2014).
Critical disability theory 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 enough data is available to help the country progress towards inclusion and more
humane treatment of disabled children. If families cannot afford to take care of their disabled
42
children, then this will hamper progress. As a result, parents give their children to institutions,
where children 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 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 are untrained to work with children who have physical or mental challenges,
changes must meet the NUS requirements. If teachers lack resources to support these children
and their particular needs within the classroom, they cannot accomplish educational reforms
(Hrabovets et al., 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 they must make changes
in the training and proper preparation of teachers (Picard & Kutsyurba, 2017). The new
education paradigm requires teachers to develop a set of skills that focus on a student-centered
43
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, which is only possible if teachers have funding and resources 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 transparently (Loreman, 2016; Malyshko et al., 2018). Inclusive education
can only exist 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 collaboration 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 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). The Ministry of Education should transparently allocate money to support
44
education for all children with special needs. 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 et al., 2016;
Kolupayeva, 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 et al., 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 et al.,
2016), causing 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 who 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),
“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).
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Characteristics and 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 the teaching profession. Ukraine
needs to improve the profession’s attractiveness by providing incentives for those who have
retired to stay out of the workforce so that new teachers receive opportunities to bring about
changes (Baluk et al., 2019; Gresham & Ambasz, 2019). In a survey conducted by Shchudlo et
al. (2018), 3,600 Ukrainian teachers were surveyed, and results indicated that one-third of the
46
teachers felt that society valued their profession. Many teachers in Ukraine chose to leave and
seek more respected and lucrative jobs because they did not feel their work was valued
(Shchudlo et al., 2018).
According to Gresham and 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 teacher’s 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.
Several studies determined 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). Research also determined the degree of
professional burnout among 81 teachers (Bogdanov et al., 2016). The sample consisted of
47
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, challenging students, and ideological
differences with students and their parents. Without emotional support for these teachers, they
cannot 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 educate 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 deserve decent wages
(World Bank, 2018). In Ukraine, teachers’ low salaries have resulted in an aging faculty with
outdated methods of teaching. Consequently, low wages 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
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 10 times less than teachers in Western Europe, suggesting their
profession is not valued (OECD, 2017).
48
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, it will undermine the new reforms. 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
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). 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.
Therefore, one cannot conclude that this approach provides teachers with the readiness or
competency to work in an inclusive environment (Karanevych & Kutsa, 2018).
Teacher Preparation
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
49
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 must 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 been chiefly 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.
The school must provide students with learning challenges with a personalized schedule
and classes to access the curriculum. To do so, teachers will need to learn to scaffold 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).
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Continuous Training for Inclusive Education
Indeed, for teachers who are new to inclusive education, it is necessary to set realistic
goals to prevent 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 well-being (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).
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 apply their newly learned
51
skills (Burke et al., 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
parents were more positive if they had children in inclusive classes, which suggests parents need
positive attitudes to promote inclusion. Teachers must feel valued for their role in bringing about
change in a positive atmosphere.
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Benchmarking Other Schools
Teachers need to develop confidence in teaching challenging students to write written
reports, giving parents and other specialists feedback. It is also essential for teachers to build
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 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 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 each
country faces (Schwab, 2020), such as the difficulties in resolving inclusion problems for post-
Soviet countries (Budnyk & Sydoriv, 2019). The importance of benchmarking European schools
that have successfully provided inclusion will assist post-Soviet schools in developing a
53
framework of their own for inclusive education. It will also offer research demonstrating 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’s Gap Analytic Conceptual Framework
Clark and 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 to implement inclusive education in their
classrooms at ORT Educational Complex 141 (141) in Ukraine. 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
aims to identify both assets and weaknesses that impact teachers' performance concerning
inclusive practices.
Assumed knowledge, motivation, and organizational influences that impact teacher
capacity were generated based on context-specific literature and general learning and motivation
literature. The gap analysis process includes defining goals, determining gaps, hypothesizing the
causes for gaps, validating these causes, generating, and implementing solutions based on
validated reasons, and evaluating the outcomes. Problems in organizations need to be understood
before they can introduce changes. 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
54
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 yet to be
discussed. Feedback from teachers indicates that they are thoroughly enjoying group discussions
and engaging in learning activities.
Krathwohl (2002) defines four types of knowledge including 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 next. Organizational tools, processes, and
procedures (Clark & Estes, 2008) also inform how the organization can optimize these teachers'
goals.
Figure 3 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
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. Figure 3 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.
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Figure 3
Gap Analysis
Note. Adapted from Clark, R. E., & Estes, F. (2008). Turning research into results: A guide to
selecting the right performance solutions. Information Age Publishing. This figure demonstrates
the systematic Gap analysis process.
Stakeholder Knowledge, Motivation, and Organizational 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 et al.,
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
56
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 prerequisite for solving new problems within the classroom (Clark & Estes,
2008).
Knowledge and Skills Influences
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 they must take to
resolve a problematic situation or help them reach their goals. It is self-evident that change
cannot be implemented in an organization without identifying the necessary knowledge and
skills members must possess or develop.
Finally, metacognitive knowledge can 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 regulate their own emotions, allowing them to create a
positive classroom atmosphere where students are motivated. Children with special needs are
highly vulnerable and need teachers with strong self-efficacy skills to maintain a stress-free
classroom environment (Gurney, 2018).
57
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 are vital in preventing stress and burnout (Galloway, 2018). Teachers must become
familiar with the four categories of knowledge to adapt their 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 system. Factual knowledge helps teachers 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. 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.
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Teachers will need to understand the variety of difficulties experienced by students and
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 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 how to accomplish a task, which 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 teach children with emotional or
behavioral difficulties.
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 to carry out specific tasks,
although this can get confusing when several stakeholders need to be informed (Krathwohl,
2002). A solid understanding of new policies and procedures related to inclusive education and
59
how to enact them in their classrooms is necessary to achieve its 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.
60
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). A practical conceptual approach is
student-centered and requires understanding this concept before 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 organize this newly learned information and transfer it effectively to their
classrooms (Anderson et al., 2001).
Knowledge Influence 4: Metacognitive Knowledge to Reflect on Practices
Teaching metacognitively involves teaching with metacognition and teaching for
metacognition (O’Hara et 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 monitor their learning before 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 students’ lack of success. Metacognition is vital to ensure that
teachers do not burn out due to stress and exhaustion. Self-monitoring is new for these Ukrainian
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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 shows four knowledge influences involved in the implementation of inclusive
education in Ukraine. Understanding these influences in 141 is essential because of their impact
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.
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
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Motivational Influences
In addition to knowledge, motivation significantly influences 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 et al., 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 & 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
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teachers must not be underestimated regarding the potential impact 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 well-being. 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
(Dweck, 2008). Teaching in an inclusive classroom can be highly 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, our
expectations increase, whereas perceived failures lead to lowering expectations. A healthy
measure of self-efficacy will protect 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-
64
ups to ensure teachers apply their newly learned skills and build confidence in their abilities
(Burke et al., 2006). Of equal importance is that these changes will motivate teachers to
persevere in their teaching career rather than to leave the profession (Kutsyuruba, 2013).
Motivation Influence 2: Expectancy Value of Inclusive Education
Expectancy Value Theory (Eccles & Wigfield, 2002) suggests that motivation is
influenced by individuals’ expectations of success and the value of that task. This theory is also
critical for teachers to feel motivated to reach their goals (Clark & Estes, 2008). The theory
proposes that our “choice, persistence, and performance” will be determined by how much we
value our task and have 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 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,
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 motivation and success in new activities. For these learners, the
value is associated with accomplishing new tasks (Pajares, 2006). Through learner recognition of
the importance of the activity, they will carry increased motivation to perform challenging tasks
(Pajares, 2006).
Eccles (2006) suggests four components affect motivation. Those components include,
attainment value, intrinsic value, utility value, and cost belief. 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,
focus on setting goals and be provided with time and resources to prevent burnout. They will
65
also need to be convinced of the value of persisting with training 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 and Ryan (1985), self-determination theory (SDT) suggests there are
three needs essential for growth and personal well-being, including 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 involvement with others. This will provide a positive classroom atmosphere,
where students can engage with their teachers and peers, ultimately leading 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 optimize 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 challenging in a school with
limited finances.
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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
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 making a
difference in the education system in their
country. Intrinsic motivation is vital to
help them cope with the challenges they
will likely be facing.
Interviews
Surveys
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Organizational Influences: Cultural Models and Cultural Settings
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.
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 free 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.
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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 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 organizational culture levels. Those levels are 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 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 et al., 2003). To achieve its mission, it
must promote and embrace a culture where students’ diverse needs and abilities 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) 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
69
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 (Loreman et
al., 2016; Webber & Scott, 2009) and a new 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. 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 must teach classes. The State must review this
circumstance since administrators’ roles will become more demanding as they build a school
culture that succeeds in supporting both faculty and parents.
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Organizational Influence 3: Processes
Several administrative processes need to be considered to effectively implement inclusive
education at 141 and provide time for reflection and collaboration. Teachers working in inclusive
classrooms would traditionally be assigned significant non-teaching activities, such as lunch
duty, limiting their time to plan and reflect. Instead, as these teachers take on substantial and new
teaching responsibilities, they will need to be provided with time to reflect or plan lessons. They
must 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 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.
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 essential until teachers feel efficacious in their
management of diverse classes. Grossman and 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).
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The first few years of teaching students with emotional, behavioral, and academic
difficulties can be exceptionally challenging. 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 confidence in
their colleagues, and increasing their job satisfaction. Table 4 highlights the organizational
influences explained in this section. Stakeholders must take these influences into account lest
they disrupt the implementation of inclusive education in Ukraine.
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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
towards disabled children.
Interviews
Survey
Cultural Model Influence 2 The school needs to continue
strengthening the culture of trust
between administration and the faculty
to achieve the institutional goal of
integrating the social justice issue into
teaching.
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.
The school needs to provide role models
to support new teachers, encourage,
build confidence, and mentor them in
managing new challenges.
Interviews
Survey
Interviews
Survey
Conceptual Framework
This literature review highlighted the Knowledge, Motivation, and Organizational
influences that may affect this group of Ukrainian teachers to introduce inclusive educational
practices into their classrooms. Research has highlighted that teachers need to be appropriately
trained, motivated, and 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
73
& 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 utilized the framework of Clark and 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 can improve teachers’ self-efficacy, motivation, and
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 families. Their role will be to
introduce changes in their classes, communicate with colleagues and administrators, and work
closely with parents to keep them involved in decision-making as possible. Ultimately, the
success of inclusive education will be determined by the changes made by teachers in their
classrooms.
The visual graphic represented in Figure 4 guided and directed the research, focusing on
teachers’ knowledge, motivation, and organizational needs to succeed in their new role (Clark &
Estes, 2008). In Figure 4, the conceptual framework captures this school’s historical context and
inclusive education in Ukraine, the key stakeholders, necessary processes, and the desired
74
outcomes. The historical context is critical to address because it explains why Ukraine is lagging
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
before the goals being achieved by 141.
Figure 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 highlights the barriers that schools and teachers will face, such
as stigmatization, institutionalization, and abuse of children with disabilities (Burlaka et al.,
2019; Rasell & Iarskaia-Smirnova, 2013). Through recent educational reforms, including the
NUS Concept, Ukraine is working to rectify current violations (Baluk et al., 2019).
In addition, 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 in 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 et al., 2021).
However, Ukraine is aware that changes will be inevitable due to the NUS reforms addressing all
aspects of Ukrainian education.
Clark and Estes (2008) gap analysis evaluate 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 inclusive
school in Ukraine modeled after and incorporating European standards of excellence. Chapter
Three will explain the methodology used to evaluate the teachers' knowledge, motivation, and
organizational needs to ensure they have ample opportunity to implement inclusive education in
Ukraine successfully.
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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. I designed this study to determine how school 141 could best meet its organizational
goal. Utilizing a gap analysis (Clark & Estes, 2008) helps determine Ukrainian teachers'
knowledge, motivation, and organizational (KMO) 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 seek to understand 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 at ORT Educational
Complex 141 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?
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Overview of Methodology
The methodological approach for this study was 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 &
Creswell, 2017, p. 300). Mixed methods are a rigorous method for collecting quantitative and
qualitative data (Creswell & 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 & Creswell, 2017; Johnson & Christensen,
2019; Morgan, 2014). Therefore, by using a combination of the strengths of qualitative and
quantitative methods, I sought 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). Figure 5 presents a diagram showing the convergent design.
Figure 5
Convergent Design
Note. Adapted from Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative,
quantitative, and mixed methods approach. Sage publications.
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This methodological approach involved interviews and surveys in understanding
teachers’ knowledge, motivation, and organizational needs to incorporate inclusive education in
their classrooms. Qualitative data were 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 analysis start with theories and assumptions,
which are then evaluated through observations. This process moves from theory to observation
(Morgan, 2014).
Data Sources
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, I conducted a survey. Interviews followed shortly afterward.
Merging data from surveys and interviews led to analysis and comparing the different sets of
data (Creswell & Plano Clark, 2011).
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
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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. For
example, the school principal has participated in training because he is a high school math
teacher. These 34 teachers who continued to participate in the training were included in the
survey sample.
There were no incentives for participating in either the survey or interview (Markova &
Ford, 2011). According to Firestone (2014), extrinsic rewards do not always motivate teachers.
A higher work commitment is visible when teachers are intrinsically motivated. It is possible to
reward teachers according to the career ladder, where they are paid for professional
development, taking on additional responsibilities, and coaching other teachers. 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 the survey and interview. Teachers understood 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. From the school year in
which this research was conducted (September 2020), classes may only be taught in Ukrainian
and no longer in Russian. The inclusive school will open in September 2021 with grades 1–4,
and each year the school will add an additional class. Inclusion Experts (UK) conducted their
survey early in training to determine what teachers’ needs and expectations were. Since this is
the first time teachers are receiving this training, they expressed appreciation and showed
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extensive engagement. By informing the trainers and the foundation what is still required to
reach their goal, this study and survey will allow for adjustments before the school opens.
The survey used in this study was adapted from Forlin et al. (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 et al., 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. Perceptions included 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 et al., 2011).
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 et al., 2011, p. 60).
This survey for the Ukrainian teachers was adapted to include 17 questions, with three
open-ended questions. 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. The survey provided information in “preparing more
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specific training to address the needs of pre-service teachers for working with diverse student
populations” (Forlin et al., 2011).
Participants
After the first training course in March 2020, 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,
we asked the original group of teachers to volunteer if they wished to continue. Thirty-four
teachers chose to continue with the training. The trainers separated the remaining 34 teachers
into two groups of 17. Because of Covid-19, some of the original 46 teachers could not
participate as they worked from home and had no childcare. This research included the 34
teachers who continued with the training, of which 32 chose to complete the survey. 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 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 offered to them and
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. This survey attempted to determine teachers’ perceptions of their
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readiness to teach students with physical or mental challenges and their continuing needs. 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 were exposed to.
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. Teachers' knowledge, motivation, and
organizational needs (Clark & Estes, 2008) were the main themes around which data was
gathered and compared. Some teachers participated in both the survey and interview; however, it
was crucial not to overload those overwhelmed by the impact of COVID-19, so one teacher
requested not to participate in the interview.
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, I conducted online surveys. I
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provided an introduction at the end of a Zoom training session, inviting teachers to participate in
the survey. The survey was emailed to teachers during the first week of January 2021, and they
were given three weeks 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).
Interviews
Semi-structured interviews (Appendix D) delved deeper into the KMO needs of
Ukrainian teachers to implement inclusive education in their classrooms. 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 were comfortable sharing (Merriam & Tisdell, 2016). Questions
addressed the research questions to gain further knowledge in response to the conceptual
framework (Clark & Estes, 2008).
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 making this interview as comfortable as possible for the teachers (Patton, 2015) to express
themselves openly. Each interview was approximately 45 minutes to one hour long. The
translator was certified.
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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. The
researcher interviewed 12 teachers from different subject areas. Teachers chosen for interviews
could speak some English, but the translator did her best to ensure no miscommunication. In the
choice of teachers for the interview, the researcher also sought to combine experienced teachers
with newer teachers to incorporate different teaching mindsets and experiences and different age
groups.
Instrumentation
According to Bogdan and 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 interview protocol was
developed (see Appendix D) to answer the research questions. 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).
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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
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).
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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) states, “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 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 sought to ensure that she accurately
recorded the data.
Data Analysis
The interviews helped generate data that would inform the assumed KMO influences that
may impact teachers’ abilities to provide inclusive education in their classrooms at ORT
Educational Complex in Ukraine. I coded data from the interviews to the assumed KMO
influences. Following the interviews, data was transcribed by Rev and coded with support from
NVivo. During data analysis, data from the surveys and interviews were used together to support
findings.
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 sought validity by using
multiple 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
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validity, construct validity, and criterion validity (Salkind, 2014). Using a research-based and
tested instrument (Forlin et al., 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. I was constantly aware of dealing with a different culture and did everything 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 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). According to the University of Southern California (USC) Institutional Research Board
(IRB), the researcher followed the ethical guidelines.
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
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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 conducted in a manner to ensure credibility and trustworthiness in
this research. People need to trust that the findings are accurate and honest to be applied to other
Former Soviet Union schools. It was crucial to remain objective with the teachers interviewed.
Using a translator can be tricky because it is their perception of what they heard and how they
interpret it. It was necessary to do “member checks” (Merriam & Tisdell, 2016, p. 246) to
convey accurate interpretations.
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 remains 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
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school, I have no power to hire or fire anyone. I am aware of my own potential biases and the
tremendous responsibility to present these findings honestly and ethically.
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
inclusive school requires extensive training from international educators. This problem of
practice does not have an easy solution, but these teachers, with support from outside Ukraine,
will work through the many challenges bound to come their way. I am aware of my own
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. This 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
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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. I framed the way questions
were worded, which determined the collected data (Merriam & Tisdell, 2016). Both cultural and
language barriers may also have had a tremendous impact on the findings. This study took place
in one school, so it is difficult to generalize results to all schools in the FSU countries. In
addition, only teachers who had participated in the training were involved in the study, limiting
generalizability to those who had not. Further, the results may not be generalizable to other
schools in Ukraine as 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, and so the researcher must rely on the
translator to accurately convey responses from each teacher.
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.
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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 it cannot be
generalizable to all schools in Ukraine.
The 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
interviewed. Therefore, results cannot be generalized to all Ukrainian schools and not to other
schools internationally. This study aimed to examine KMO influences that might 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.
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Conclusion
The goal of Chapter Three was to outline the research methods 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 participated in the study. I 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 as
supported by the methodology described here.
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Chapter Four: Results and Findings
The purpose of this study is to explore the degree to which teachers are trained,
motivated, and supported to implement inclusive practices in their classrooms, thus allowing the
organization to meet its goal of implementing inclusive education in ORT Educational Complex
141 in Ukraine 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’ needs to achieve this inclusion goal as this
new school opens in Ukraine. Teachers' knowledge, motivation, and organizational influences
affecting inclusive education in this school were analyzed (Clark & Estes, 2008) to help identify
current assets and continuing needs. This study did not use a pseudonym for the school because
it is exceptionally proud of its accomplishments. However, teachers’ identities remain
anonymous. Chapter Four presents qualitative and quantitative data and related findings to
address two of the guiding research questions,
1. What knowledge do teachers need to implement inclusive education at ORT Educational
Complex 141 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
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
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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. The ORT Educational Complex
141 has 97 teachers, of which 45 teachers began the inclusive training and completed a basic
introductory course via Zoom, and 34 continued with the training. 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. The study included only one executive team who
was not teaching, and that was the school psychologist.
A team of inclusion experts based in London has conducted inclusion training via Zoom
since March 2020. Fortunately, one of their team members is Ukrainian, so she taught all lessons
in Russian. Following an introductory course to inclusive education, the foundation provided the
teachers 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
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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, planned for September 2021, 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 was 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 10 teachers had
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been at the school for 10 years or more. Seven of these teachers (21%) had been with the school
for 15 years or more.
Twelve individual interviews followed the survey. 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
has also viewed the teacher’s role in a negative light (Kutsyuruba, 2016). Not all teachers accept
inclusion, but the hope is that the younger generation 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 may 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.
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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
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. I used Qualtrics software to
construct an 18-item survey (Appendix B), sent to 34 teachers and completed by 32, representing
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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 C) 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.
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 D) 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 D). 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
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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 6 shows the 40 most popular words used during
interviews.
Figure 6
NVivo Word Frequency
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Results and Findings for Knowledge, Motivation, and Organizational Influences
Previous chapters explained the research questions, the conceptual framework, and the
methodology guiding the study. This mixed-methods study sought to understand teachers’
current assets and needs as school 141 in Ukraine to introduce inclusive education. 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 about what's 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 at school 141 in Ukraine. Following the table, this section
presents more in-depth discussions on the knowledge influences that affect the teachers in this
school.
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Table 6
Knowledge Influences: Assumed Influences and Themes Found in Data
Assumed Knowledge
Influences
Knowledge Type Themes From Data
Teachers need
knowledge of the
historical context of
inclusive education
in Ukraine and
meeting the needs
of students with
disabilities
Factual and
Conceptual
Theme 1: Former Soviet Education Continues to
Influence Knowledge of Inclusive Education.
S2: “We need to learn to understand and accept
the students more and be more tolerant of
children with difficulties.”
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.”
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."
Teachers need to
know how to
implement inclusive
practices in their
classrooms.
Procedural Theme 2: The continuing need for teacher training
to build procedural knowledge.
Quantitative data from the survey showed that
46.8% of the teachers felt unqualified 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 challenging for us to help.”
Teachers need to
reflect on their
practices.
Metacognition Theme 3: Concerns about the additional
workload, lack of time to reflect, and possible
burnout.
S1: “If teachers don’t have enough support, their
mental health will become a problem.”
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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 through the foundation also took
other online courses out 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
The first theme was that the former Soviet education continues to influence knowledge of
inclusive education. The conceptual framework and critical disability theory helped peel back the
layers of Soviet impact on education. Teachers 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
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power(lessness), power over, and power to” (Devlin & Pothier, 2006; Gillies, 2014; Sleeter,
2010). Disability as a political, cultural, and social phenomenon does not help society understand
the barriers and exclusion caused by disability.
There is still a stigma attached to children with disabilities as well as their teachers, as the
children have been called “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 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
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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
understand the problem and understand their ways, 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.
Teachers expressed through the survey that they were confused about how students with
difficulties would be accepted by the other students in their classes. When presented with the
statement, “I am concerned that the rest of the class will not accept students with disabilities,”
more than 55% 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 informed 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 7 indicates teachers’ concerns
about the acceptance of students with special needs by other students. Research has shown 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
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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).
Figure 7
Qualtrics Survey 2021: Are You Concerned That the Rest of the Class Will Not Accept Students
With Disabilities?
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Procedural Knowledge in How to Implement Inclusive Processes Within the Classroom
The second theme was a continuing need for teacher training to build procedural
knowledge. While the study participants had received approximately 10 months of teacher
training on inclusive practices at the time of the study, needs remained regarding inclusive
education. When asked if teachers felt 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
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 10 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 Asperger’s
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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
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
8 suggests that 78% of teachers agreed that further training is necessary before the new school’s
opening.
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Figure 8
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
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
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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 could not absorb
an enormous amount of new learning and embed it in their daily practice.
It is also worth noting, as Figure 9 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.
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Figure 9
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
The third theme consisted of 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 meet 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)
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Teachers’ fear of adding to their workload related to inclusive practices was
acknowledged by 71% of teachers who participated in the survey. Teachers stated that 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 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
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happening in many schools. The teacher's mental health becomes a problem because
they're so burnt out. (S1)
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 do not have this
time, they will likely burn out 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 the administration removes something 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 need to 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 face different circumstances and
needs for reflection, as, 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 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
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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 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 concerned 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 teach in the new inclusive school effectively.
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.
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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?” Expectancy-value theory, self-efficacy, and self-determination
drive motivation. 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.
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Table 7
Motivation Influences
Assumed Motivation
Influence
Motivation
Theories
Themes From Data
Teachers need to see
the value in
implementing
inclusive education.
Expectancy Value
Theory
Theme 4: Teachers recognize the value of
Inclusive Education.
S3: “I'm proud of our innovations that our school
is innovative, and we are not standing in 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.”
The need for further training also limits teachers'
self-confidence. S4: “Teachers hesitate to take
the students with disabilities because they don’t
know what to do with them.”
Teachers need to
have confidence in
their professional
ability to bring
about change for
students with
difficulties.
Self-efficacy
Theory
Theme 5: Class size negatively affects self-
efficacy. Large class sizes reduce self-efficacy
because teachers cannot meet the needs of so
many students in a class.
Teachers need to feel
valued in their role.
Self-determination
Theory
Smaller class sizes will make this task more
manageable. SDT provides a lens to examine
teachers' motivation, professional development,
and wellness (Ford, 2019). Teachers need to feel
valued by society. Trust and respect among
colleagues will enhance teachers' motivation
and lead to further collaboration.
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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
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 following sections 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 et al., 2016).
Expectancy Value Theory: Teachers Need to See the Value of Inclusive Education
The fourth theme was that 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
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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
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 learning 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 handling 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
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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 students they admit to the school and who their
teachers will be.
The fifth theme was that 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 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 need to recognize that the number of students per class affects their teachers’
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ability to manage their classrooms in an efficacious manner and how that is affecting them as
they move to inclusive classrooms.
Self-Determination Theory: Teachers Need to Feel Valued in Their Role
The sixth theme was a 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 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.”
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Additionally, S9 included “that currently, teachers have the lowest exam rates to join the
university. If you want to become a programmer, 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
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 10 from the Qualtrics survey indicates that teachers feel their organization treats
them well.
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Figure 10
Qualtrics Survey (2021): Teachers Are Treated and Respected As Professionals
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.” Deliberate
efforts to motivate teachers must be made, considering low salaries, long hours, low self-
efficacy, and the lack of respect shown towards their 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.
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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 1,000 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.
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.
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Table 8
Organizational Influences
Assumed organizational
influence
Designation Themes from data
The school needs to
cultivate a culture of
willingness and
positivity to introduce
change towards
disabled children
Cultural Model Theme 7: Further development is needed for a
school culture of inclusive education among
all stakeholders
“I am proud of our open minds about what
changes our connection with progressive
people, with progressive ideas, and getting
ready to change something. It's about inner
issues. 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).
The school needs to
establish a culture of
trust between the
administration and the
faculty to achieve the
institutional goal.
Cultural Setting Theme 8: A culture of trust exists between
teachers and between teachers and
administrators.
“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, for 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).
Theme 9: Need for additional finances and other
resources to build inclusive practices “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” (S4).
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Assumed organizational
influence
Designation Themes from data
The school needs to free
up faculty from their
non-teaching
responsibilities to
provide time for
planning, reflecting, or
collaborating.
The school needs to
provide effective role
models within the
institution to support
teachers.
Theme 10: Collaborations and partnerships
require additional time and understanding. 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.
“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”
(S7).
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,
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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
The seventh theme was that a culture of trust exists between teachers and administrators.
Based on qualitative and quantitative 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.
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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)
The eighth theme was 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 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 et al.,
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
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like 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. 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.
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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.
The ninth theme was a 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
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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 the 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. The school will admit new students in
March 2021. The foundation will then be able to reassess the resources required and ensure that
the teachers can support them to the best of their ability.
The tenth theme was that 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).
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Collaboration with parents is not typical for 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 11) 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.
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Figure 11
Qualtrics Survey (2021): I Have Never Worked With Other Adult Specialists in My Class, and I
Am Nervous About Doing This
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)
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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 student’s 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.” 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.”
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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 daily. 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.
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 Covid-
19 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,
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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
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
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(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 childcare 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 challenging economic conditions. These high-stress home environments put
children at 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.
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 10 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, 1,196 lessons required replacement. One of the teachers stopped teaching for
a month because her grandchildren needed her support.
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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.
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 at ORT Educational
Complex 141 in Ukraine effectively?
2. What motivation and organizational support do teachers need to work with children with
mental and physical disabilities?
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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
● All teachers must clearly understand the NUS reforms
● 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
● 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 exists between teachers and administrators
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● 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 extra 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
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.
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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 suggest their schedules should provide time during the
school day to reflect and collaborate more regularly. The 10 themes that emerged from 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: what
solutions can be offered to best support teachers to provide an inclusive education in Ukraine?
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Table 9
Summary of Needs and Influences in Inclusive Education
Knowledge Influence Need/Theme Evidence
Factual Former Soviet Education
Continues to Influence
Knowledge of Inclusive
Education.
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 country. Therefore,
inclusion will be inevitable
by 2029.
Older teachers find the
Soviet-style of education far
more acceptable than
younger teachers, who did
not experience it.
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
Procedural Continuing Need for Teacher
Training to Build
Procedural Knowledge
46% of teachers said they do
not feel prepared to put
these procedures into effect
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Knowledge Influence Need/Theme Evidence
Metacognitive Concerns About Additional
Workload, Lack of Time to
Reflect, and Possible
Burnout
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).
Expectancy Value Theory Teachers Recognize the
Value of Inclusive
Education
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 Class Size Negatively Affects
Self-Efficacy
S4: “Concerning the number
of pupils in class, I think, to
my mind, the school is
overcrowded…”
Self-determination Theory Teachers need to feel valued
by society. Trust and respect
will enhance their
motivation.
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.”
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Knowledge Influence Need/Theme Evidence
Cultural Model Lack of Respect for the
Teaching Profession.
A Culture of Trust Exists
Between Teachers and
Administrators.
Further Development of a
School Culture of Inclusive
Education Needed Among
All Stakeholders.
Teachers need to feel that
their organization supports
them.
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.
Teachers at this school feel a
tremendous sense of pride,
and one teacher commented
that “this school has become
family.”
Cultural Setting Need for Additional Finances
and Other Resources to
Build Inclusive Practices.
Collaboration and
Partnerships Require
Additional Time and New
Understandings.
Teachers need resources to
support their inclusive
practices within their
classrooms.
Mentors help teachers
increase their confidence.
They bring positive attitudes
into the community
regarding inclusion.
Effective role models are
needed to support and
motivate teachers.
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Chapter Five: Recommendations
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 (Philips,
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 et al., 2021). In
2016, the Ukrainian government introduced a new national plan, the 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.
More than 300 participants representing 92 governments and 25 international
organizations met in Salamanca, Spain (June 1994) to further education for all. 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 students’ diverse
needs. The goal of inclusion is to place such students within a minimally restrictive environment
where they enjoy more excellent personal and emotional safety than institutional care. The
Statement of Salamanca recommended that teacher training focuses on positive attitudes towards
children with disabilities, and 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
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2016, Ukraine introduced the NUS to address these issues. The NUS 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 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 at ORT Educational
Complex 141 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: What solutions can be offered to best support teachers to
provide an inclusive education in Ukraine?
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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 and 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
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
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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 &
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%. 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 Four. Recommendations are in three
categories. Those recommendations include knowledge, motivation, and organizational
recommendations for practice (Clark & Estes, 2008). The first research question addressed the
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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 teachers’ implications of 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
4. engaged with appropriate resources.
5. Teachers do not yet feel prepared to take on the challenge of meeting their students’
6. needs within inclusive classrooms.
The following knowledge recommendations in Table 10 align with the findings and
themes discussed in Chapter Four. Table 10 offers summative recommendations to address
factual, conceptual, procedural, and metacognitive knowledge (Clark & Estes, 2009). These
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recommendations will help teachers fill in the gaps in knowledge and build confidence in and
awareness of their knowledge acquisition (Rueda, 2011).
Table 10
Summary of Knowledge Influences and Recommendations
Themes Reference Recommendation
Former Soviet
education continues
to influence
knowledge of
inclusive education
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
same goals for inclusive
education. Some teachers
experienced Soviet-style
education and were
satisfied.
Encourage teachers through additional
learning opportunities to be open to
change and understand how their
past has shaped the culture of
inclusive education.
Use the new school Mission and
Vision Statement (March 2020),
which should be posted around the
school and be visible for all to see as
the basis for stakeholder goal setting.
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Themes Reference Recommendation
There is a continuing
need for teacher
training to build
procedural
knowledge.
The tasks and techniques
relevant to implementing
procedures require
procedural knowledge
(Anderson & Krathwohl,
2001).
It refers to the skills and
methodologies teachers need
to modify curriculum and
assessment for their
students
Bring in role models teachers,
including experienced inclusive
education teachers from other
European countries, to promote
positive mindsets about inclusion to
Ukrainian teachers and parents.
Additional training is needed
for teachers to master the procedural
“how-to” skills required to teach
students with disabilities. Teachers
need to feel supported with the
appropriate job aids and schedules
and know what strategies are suitable
to use. Training will also need to
continue to support teachers once
they are in their inclusive classrooms
Conceptual knowledge helps
organize information and
set realistic goals for
students and teachers
(Rueda, 2011).
Build time into the schedule for
collaboration among teachers as well
as with community members.
Concerns about
additional workload,
lack of time to
reflect, and possible
burnout
Metacognition helps teachers
regulate their emotions and
provide a positive
atmosphere (Pintrich,
2020).
Train classroom assistants so teachers
can have time built into their
schedule to plan and reflect on their
lessons.
Factual Knowledge Recommendations
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 et
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al., 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
institutional care system to a country that takes care of people with disabilities and encourages
inclusion (Mathews et al., 2015). This research suggests that teachers continue 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
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 et al., 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.
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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 et al., 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 meeting 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 NUS 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 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
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change. For the first time, teachers will have the freedom to choose their textbooks, syllabi,
instruction methods, and 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).
The school's revised vision and mission statement (Mott, P.C., 2020), “A Beacon for
Ukraine, A Haven for All Children,” helps teachers understand, align with, and implement the
new focus on inclusiveness,
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
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● 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
Procedural Knowledge Recommendation: Use of Role Models
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 13 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.
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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.
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 et al., 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 crucial 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 likely need to
hire teachers from other European countries. The concern is that salaries are so much lower in
Ukraine than in other European countries that it will be challenging to find teachers with
experience in inclusion. Role models will bring positive attitudes and the belief that teachers can
accomplish whatever they set their minds on achieving.
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Conceptual Knowledge Recommendation: Build Time Into the Schedule for Collaboration
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 et al., 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 et al., 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.
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.
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
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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
teachers’ 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 positively
influence 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 changing 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.
Metacognitive Knowledge Recommendation: Train Classroom Assistants
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
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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.
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 understanding. 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. The school should allocate time for teachers to engage in professional
development during the school day rather than after school. In addition, the school could
consider shortening the school day since students are no longer required to take 20 subjects.
Providing planning time for teachers and homework time for students would help lower the level
of anxiety for all.
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The second research question addressed 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 et al., 2016). As a result of trying to
meet the administration and parents’ expectations and their expectations, teachers often burn out.
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
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
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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 need to be significantly reduced so that teachers and students have
opportunities to be successful. Teachers also do not feel valued by society, and changes would
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,
● Fear of expectations from other stakeholders.
● Fear of workload and possible burnout.
● Low salaries for additional workload.
● Large class sizes with more challenging students.
● Need to feel valued by society.
● Need further training to gain self-confidence.
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The following table (Table 11) provides recommendations for improving teachers’
motivation. These recommendations, which follow, rely on motivation theories to support the
stakeholders.
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Table 11
Summary of Motivation Influences and Recommendations
Motivation themes Reference Recommendation
Class size negatively affects self-
efficacy
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 well-being
(Bandura, 2006).
Reduce class sizes so
that teachers will feel
more efficacious in
managing their
students' varying
disabilities.
Find ways to reward,
praise and celebrate
teachers.
Teachers recognize the value of
inclusive education.
Teachers will engage more in
training when they feel it
provides them with a sense of
value (Clark & Estes, 2008;
Eccles, 2006) 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.
Build respect for the teaching
profession.
According to Bakker and
Demerouti (2007), stressful
jobs negatively impact
teachers' health
Administrators should
recognize changes
and improvements
teachers are making.
Provide leadership
opportunities for
teachers who have
participated in
advanced training.
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Self-Efficacy Recommendation: Find Ways to Reward and Praise Teachers
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 students with additional needs 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 working 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.
In a school where there is a lack of resources, it is essential to praise and recognize
teachers 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
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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 141 are 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. According to the NUS, “the costliest feature of the general secondary
education law is a promise to increase the starting salary of teachers to four times the minimum
living wage by 2023” (World Bank, 2018).
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 could follow up a successful meeting with a quick email to thank the teacher.
Parents should also 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 Recommendation: Teachers Recognize the Value of Inclusive Education
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
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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).
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 and value inclusive education. 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 those teachers who have not yet engaged in inclusive training.
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, and support. Professional development must be
aligned with the teachers’ goals while increasing teaching quality to enhance students’ learning
(Picard & Kutsyuruba, 2017).
165
Self-Determination Recommendation: Build Respect for the Teaching Profession
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).
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
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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, 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 need
to 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 would encourage effective 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 in their child’s education must
be appreciated because many of them 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
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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).
Teachers, trained and motivated, would still have challenges achieving the organization's
goals if the foundation did not provide 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
there may be a shortage of resources in other areas. This can only be determined once the
students with difficulties are admitted, and the specialists do an assessment. Several themes
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emerged from data regarding the second research question about the organizational support
teachers require to implement inclusive education in Ukraine effectively. Themes included,
● Create an attitude of willingness and positivity towards children with disabilities.
● Establish a culture of trust among all stakeholders.
● Provide time for teachers to plan, reflect and collaborate.
● Provide effective role models.
Cultural Settings Recommendations
Cultural settings will help determine how teachers feel about collaboration and all aspects
of changing the way they teach students. The group's ethos will be determined by the settings the
teachers work in (Gallimore & Goldenberg, 2001). Teachers must think beyond their classroom,
considering how their teaching will impact the student outside of the school. This can only be
possible when teachers work in a supportive and trusting environment and have the resources
needed to support their teaching.
169
Table 12
Summary of Organizational Influences and Recommendations
Organizational
Themes
Reference Recommendation
Further, cultivate
a culture of trust
and inclusion
between
teachers and
administrators.
Transparent communication is
necessary because
leadership can no longer be
top-down and authoritarian
(Bush, 2011).
Policies and practices must be in place to
build trust between teachers and
parents. In a healthy school culture,
teachers share the same values towards
education and work collaboratively.
Administrators should
carefully coordinate record-
keeping, schedules, and
routines. Introduce a new
education management
system to record all student
data accurately.
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.
Administrators should carefully
coordinate record-keeping, schedules,
and routines. Introduce a new education
management system to record all
student data accurately.
School 141 must embrace a
“thick culture” (Hodge et
al., 2003), where diverse
needs are accepted.
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.
Collaboration and
Partnerships
Require
Additional Time
and New
Understandings
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.
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.
170
Organizational
Themes
Reference Recommendations
Further
development of
a school culture
of Inclusive
Education
Needed Among
all
Stakeholders.
“Organizations also require
tangible supplies and
equipment to achieve goals”
(Clark & Estes, 2008, p.
104).
Ensure teachers are well-equipped with
resources that support their teaching.
Provide time,
resources, and
role models to
further inclusive
education
Cultural Models Recommendation: Cultivate a Culture of Inclusion and Trust
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, the organization
must realize the diverse experiences teachers have had in their own educational experiences.
Policies and procedures need to be in place so that all teachers understand the organization's
goals and expectations. Evidence-based solutions from other inclusive schools can effectively
change initiatives (Clark & Estes, 2008). Parents and teachers must establish healthy
relationships that are based on trust and mutual respect. Open and honest communication will
reinforce the importance of inclusion for all stakeholder groups, creating more positive attitudes
towards inclusion and an atmosphere of positivity in the classrooms. Other relationships need to
171
be built between teachers and parents to avoid conflicts, with leadership playing an important
role.
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 need to be eradicated for the school to achieve its goal successfully. 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 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.
Changing the board’s role, including parents, to have a more significant influence on
governance in the school could also build trust. With the increased role, prospective board
members could apply and are elected to their position. Assigning a more active part to parents in
the school would encourage them to work with teachers. Teachers’ trust could also be built by
determining ways they could rely on parents to support them with activities. Parents could be
172
asked to provide an appreciation lunch for teachers once a year and 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 et al., 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 prejudices and
acknowledge the needs of people with disabilities (Talanchuk, 2015), a goal that the NUS reform
hopes to achieve. An inclusive school in an inclusive and trusting atmosphere where everyone
feels safe and accepted can accomplish this.
Cultural Settings Recommendation: Provide Time and Resources
Teachers are only able to accomplish their goals if they have support from their
organization. This includes having the necessary resources to support students with disabilities.
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 build their new skills and knowledge. Introducing a new education management
system can help teachers and specialists with the necessary information about each student. The
school will need to develop a "thick culture"(Hodge et al., 2003), where everyone feels accepted
regardless of their disability. Above all, teachers need time to plan, reflect, and collaborate to not
burn out from new challenges they may face with their students.
173
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,
while others did not.
Recommendations Summary
Chapter Five focused on answering the final research question. That question is, what
solutions can be offered to best support teachers to provide an inclusive education in Ukraine?
An implementation plan based on an Inclusive Framework from the National Council for
Special Education (2011) suggests 10 recommendations, which incorporate Clark and Estes Gap
Analysis (2008) to determine the most crucial factors that need to be addressed. This leads to the
final step of the study, an implementation and evaluation plan to promote inclusive education in
ORT Educational Complex 141.
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
174
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
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 tool to promote the inclusion of
students with special needs. According to the NCSE, inclusion is defined as a process that must,
● Address and respond to the diversity of needs of learners through enabling participation
in learning, cultures, and communities
● Remove 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 NCSE Inclusive Framework (2011) has several aims, which includes 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 10 themes, with exemplars of good practices provided for
each theme. This Framework will guide the implementation and evaluation of inclusive
175
education, including the recommendations generated from this research, at ORT Educational
Complex 141. This Framework is described in Table 13.
176
Table 13
NCSE Inclusive Education Framework
Themes Description
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.
Whole-School Planning This process will be necessary to manage the
change at school 141. Strategic planning
facilitates inclusion, funding, resource
development and staffing.
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.
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.
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
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.
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.
177
Themes Description
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.
Teaching and Learning Strategies Effective teaching happens in positive and
cooperative 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.
Classroom Management 1. Protocols and Rules
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 abilities.
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.
Support for and Recognition of Learning 1. Informal and Formal Assessment
Formative and summative assessments must be
flexible and be appropriate to the student’s 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.
178
The 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 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
implement fully. 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. The 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 12 presents the implementation of the three-year cycle suggested by the NCSE
Framework (2011).
179
Figure 12
NCSE Three-Year Cycle
Note. National Council for Special Education. (2011). Guidelines on the individual education
plan process. Stationary Office. http://www.ncse.ie. Made available for teachers via the website.
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’
180
success or failure (Hanssen et al., 2021). Further data collection is necessary to evaluate
students’ degree of success in this new educational environment. Moreover, accurate data will
help identify barriers, raise awareness of marginalization, and facilitate communication
nationally (Schuelko, 2018). A recent message from Professor B. Kutsyuruba showed there is
much interest in ORT Educational Complex 141and pursuing further research,
Hi Elana, that looks like a wonderful school, and with the opening looming, I hope it
goes well. I have worked with Novopecherska School in the past. Would be interested in
doing some research with your school as well. I am on sabbatical in the first half of 2022,
potentially in Ukraine during some of that time - if so, I can connect then. Glad to hear
my research was useful! Best regards, Dr. Benjamin Kutsyuruba
Once inclusive education exists at 141, it will be of considerable interest to study the following
topics.
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.
Building of 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 training parents believe they need. With the
181
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 have existed for decades. The purpose of this study was to
conduct a gap analysis (Clark & Estes, 2008) to understand teachers’ knowledge, motivation, and
organizational needs related to ORT Educational Complex 141 reaching its goal of implementing
inclusive education. Based on themes that emerged during data collection, specific
recommendations were made to ensure that existing gaps can be closed in preparation for this
new model of an inclusive school in Ukraine to open in 2021. The NCSE Framework (2011)
provides an excellent resource to promote the inclusion of all students with disabilities. This
framework will lead to the development of a core team, a timeline and an evaluation plan that
should be conducted on a three-year cycle.
182
Findings suggest that while teachers are apprehensive about the impending changes and
expectations. Despite the continuing knowledge, motivation and organizational resource needs
that still exist, teachers 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. The
teachers included in the research had engaged in extensive training, and quantitative data showed
that more than 60% of teachers were grateful for the training. However, they will still need
additional time before school opens to continue their preparation and training.
The problem of the lack of quality inclusive education in Ukraine warrants further
attention and study, since inclusive education in Ukraine has been 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 appropriate education means they will remain alienated until and
beyond adulthood. By contrast, inclusive education modeled after best practices can create safer
and healthier environments for disabled children and will undoubtedly prevent the 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.’
As this research was coming to an end, Russia had built up more than 100,000 troops on
Ukraine’s border. This is the largest military build-up ever, according to the European Council in
183
Brussels, Belgium April 19, 2021, and it is uncertain what Russia's intentions are. It is believed
that Russia is sending a message to Ukraine and to the Us with this visible display of troops. It is
uncertain that this could lead to war but is certainly leading to tension and fear among
Ukrainians. Political uncertainty, economic instability combined with the pandemic and an
increase in crime made this research even more of a challenge. It can only be hoped that Ukraine
will manage to maintain its independence and focus on repairing the damage caused to this
country by the pandemic as well as political unrest. 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 promoting changes that are likely to better Ukrainian
students’ lives and serve as a role model for all Former Soviet Union schools. It is my greatest
wish that inclusive education will become a “Beacon for Ukraine, A Haven for All Children.”
184
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Appendix A: Organizational Structure of ORT Educational Complex 1
213
215
216
Appendix B: Survey
Question
Open
or
closed
Response options
(if close-ended)
choose the most
appropriate answer.
RQ The concept
being
measured
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
217
Question
Open
or
closed
Response options
(if close-ended)
choose the most
appropriate answer.
RQ The concept
being
measured
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
Organization
al 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
Stigmatizatio
n
They are
changing
cultural
beliefs
regarding
people with
disabilities.
218
Question
Open
or
closed
Response options
(if close-ended)
choose the most
appropriate answer.
RQ The concept
being
measured
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
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
Stigmatizatio
n
219
Question
Open
or
closed
Response options
(if close-ended)
Choose the most
appropriate answer.
RQ The concept
being
measured
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
220
Question
Open
or
closed
Response options
(if close-ended)
choose the most
appropriate answer.
RQ The concept
being
measured
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
Organization
al 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
221
Question
Open
or
closed
Response options
(if close-ended)
choose the most
appropriate answer.
RQ The concept
being
measured
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?
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
222
Question
Open
or
closed
Response options
(if close-ended)
choose the most
appropriate answer.
RQ The concept
being
measured
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
223
Question
Open
or
closed
Response options
(if close-ended)
choose the most
appropriate answer.
RQ The concept
being
measured
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
Motivatio
n of
teachers
224
Appendix C: Certified Translators Signature
225
Appendix D: 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.
Table D1
Interview Question Alignment
Interview Questions Potential
Probes
RQ KMO Influences KMO
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
226
Interview Questions Potential
Probes
RQ KMO Influences 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
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
227
Interview questions Potential
probes
RQ KMO influences KMO
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
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
228
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 E: 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.
230
CONFIDENTIALITY
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.
231
Appendix F: Build-Up of Russian Troops in Ukraine (April, 2021)
Note. Coelho, C. (2021). Russia’s Military Buildup Near Ukraine’s Border. Radio Free Europe.
Printed with Permission.
Abstract (if available)
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 1290 students and 97 teachers, with reconstruction 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 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.
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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
2021-05
Publication Date
05/24/2021
Defense Date
05/07/2021
Publisher
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
Language
English
Contributor
Electronically uploaded by the author
(provenance)
Advisor
Krop, Cathy Sloane (
committee chair
), Ott, Maria (
committee member
), Zavhorodnia, Marina (
committee member
)
Creator Email
eglasenb@usc.edu,EGlasenberg@gmail.com
Permanent Link (DOI)
https://doi.org/10.25549/usctheses-c89-466483
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Tags
burnout
collaboration
COVID-19
culture
defectology
inclusive education
institutionalization
knowledge
learning difficulties
motivation
organizational change
ORT
parents
partnerships
profession
resources
respect
salaries
segregation
soviet
stakeholders
state
stigmatization
support
teachers
technology
Training
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