The pursuit of inclusive education in different countries is shaped by the extent and the nature of existing special educational provisions. We focus on two authoritarian regimes in the previous century: Soviet Russia (USSR) with its ideology of class (proletarian humanism and egalitarian universalism) and South Africa with its ideology of race (apartheid and discrimination). We make two assertions on the basis of a cross-case analysis based on a policy historiography. First, state ideology is visible, explicit and prominent in the shaping of special education. Second, the challenges of transitioning to a more inclusive education system are compounded by the ideological legacy of these regimes. Current moves towards inclusive education in both countries must contend with these ideological legacies, and we argue for greater recognition of the role of state ideologies in international and comparative studies of special and inclusive education.

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Habilitation of children with hearing impairment is becoming an integral part of the education system in Republic of Moldova, which remains one of the poorest countries in Europe. The research data presented in this article show that accessibility to education for children with disabilities is full of contradictions. The research focuses on the ongoing reform of special education and assesses the adaptation of democratic values in education from the perspective of habilitation. The families involved in this research were low income full families who had a school age children with hearing impairment, lived in an urban environment of the big city and experienced shortage of services for their children. The assumption was taken, that in search for solution these families tend to compensate for the lack of services by self-creating the resources of habilitation. Results of the qualitative research highlighted two problems: social and economic. The essence of these problems -management of social stigmatization through realization of habilitation resources as a mean to compensate and replenish the lack of services. Research data also revealed the necessity of further construction and conceptualisation of habilitation resources. KEY WORDS: habilitation resources, families of children with hearing impairment, special education, shortage of services. AnotacijaVaikų, turinčių klausos sutrikimų, abilitacija tampa svarbia integralios ugdymo sistemos kūrimo Moldovoje, vienoje skurdžiausių šalių Europoje, dalimi. Straipsnyje pristatomas tyrimas atskleidžia, kad ugdymo negalę turintiems vaikams prieinamumas yra labai prieštaringas. Šis tyrimas atskleidžia specialiojo ugdymo reformos procesą ir įvertina demokratinių vertybių įgyvendinimą ugdymo procese abilitacijos koncepcijos perspektyvoje. Tyrime dalyvavo dideliame mieste gyvenančios šeimos, turinčios vaikų, kurių klausa sutrikusi, jos disponuoja nedidelėmis pajamomis ir tai riboja profesionalios pagalbos prieinamumo galimybes. Ieškodama išeities šeima pagalbos trūkumą kompensuoja pati kurdama abilitacijos išteklius. Atlikto kokybinio tyrimo rezultatai atskleidė dvi problemas: socialinę ir ekonominę. Šių problemų esmė -socialinės stigmatizacijos valdymas per abilitacijos išteklių koncepcijos, kaip paslaugų trūkumo, kompensavimo ir papildymo realizavimo prieigas. Tyrimo rezultatai atskleidė ir tolesnio abilitacijos išteklių turinio konstravimo bei konceptualizavimo būtinybę. PAGRINDINIAI ŽODŽIAI: abilitacijos ištekliai, šeima su klausos sutrikimų turinčiais vaikais, specialioji pedagogika, paslaugų trūkumas.

The research experience is based on outputs from the international project «Human resources in poverty and disability: family perspective (Moldova and Ukraine): 348‐2011‐7346 [2012‐2014]», funded by the Vetenskapsrådet, Sweden. During the last 20 years, Moldavian and Ukrainian societies have been developing inclusive infrastructures, being under complicated transformative changes. There are two main tendencies of the current situation for children with disabilities. The first one is that the inherited system of internat special schools is rapidly changing its functions, expanding, due to work with children from marginal families. In this case, economic polarisation forms a specific family strategy to protect their children from family economic problems, ‘intentionally putting’ their children in these special school internats. The second strategy is directed towards deinstitutionalisation of the system of special school internats, the development of inclusive infrastructure and involvement the non‐profit organisations, etc. This paper discusses these tendencies, through a case study approach.

Literacy is a concept, which almost has taken over and included concepts like reading, writing and inter human social communication in general. However, it has only recently been integrated into the AAC-fields connected to social work, special education and assistive technologies. This paper focuses on some key-questions regarding AAC and literacy, mentioning that the holistic approach of AAC in combination with a general linguistic theory as the one by Charles Peirce, creates a more whole or holistic perspective for thinking and looking for answers on these questions. The social model created by Uri Bronfenbrenner is also very applicable. Even though a holistic approach demands openness on the behalf of the teacher or interventionist as well as of the user her/himself, it is important to remember the need for good methods and methodology, based upon good practical evidence with the common target to acquire literacy. KEY WORDS: communication, alternative and augmentative communication (AAC), literacy, reading, writing. AnotacijaRaštingumas bendrąja prasme suprantamas kaip konceptas, apimantis skaitymą, rašymą ir tarpasmeninį socialinį bendravimą. Neseniai jis integruotas į augmentinės ir alternatyviosios komunikacijos (AAK) sritis, susietas su socialiniu darbu, specialiąja pedagogika ir pagalbinėmis technologijomis. Šiame straipsnyje analizuojami esminiai augmentinės ir alternatyviosios komunikacijos bei raštin-gumo klausimai, aptariama augmentinės ir alternatyviosios komunikacijos holistinė perspektyva, remiantis bendrąja lingvistikos teorija. Pateikiamas Uri Bronfenbrenner socialinis modelis. PAGRINDINIAI ŽODŽIAI: komunikacija, augmentinė ir alternatyvioji komunikacija (AAK), raš-tingumas, skaitymas, rašymas.