Inclusive Education in Eastern European Countries: A Current State and Future Directions

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  • Author(s): Stepaniuk, Inna
  • Language:
    English
  • Source:
    International Journal of Inclusive Education. 2019 23(3):328-352.
  • Publication Date:
    2019
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      25
    • Subject Terms:
      Foreign Countries; Inclusion; Educational Trends; Disabilities; State of the Art Reviews; Social Attitudes; Attitudes toward Disabilities; Democracy; Barriers; Program Implementation; Teacher Attitudes; Student Attitudes; Special Education
    • Subject Terms:
      Ukraine; Romania; Slovenia; Russia; Czech Republic; Poland; Moldova
    • Accession Number:
      10.1080/13603116.2018.1430180
    • ISSN:
      1360-3116
    • Abstract:
      Inclusive education is key to the development of civic democracy. Its role is to transform schools into platforms of excellence and equality for all students. This literature review aims to summarize the current state of inclusive education in Eastern European countries and former Soviet states and to identify conditions necessary for their educational systems to become more inclusive. The review: (a) discusses the concept of inclusive education as a platform for civic democracy; (b) conceptualizes how historical contexts affect societal attitudes and values towards difference and disability; (c) explores the extent to which available research captures the current state of inclusive education in Eastern Europe, and (d) describes the barriers to inclusive education implementation in these countries. The results of the review show the majority of studies examined attitudes toward inclusive education and people with disabilities. In this regard, although most of participants surveyed accept inclusive education initiatives in principle, they identify a range of barriers that need to be addressed to secure its meaningful implementation in the region. The review situates the possibility of inclusive education in the region's historical context, identifies the structural and cultural barriers to its meaningful implementation, and suggests directions for future research.
    • Abstract:
      As Provided
    • Number of References:
      57
    • Publication Date:
      2019
    • Accession Number:
      EJ1205135