Insufficient coverage of the history of Poles in Ukraine during the war and the revolution is largely due to a narrow source base. The Polish press is an important source for studying the history of the Polish community in Ukraine at the beginning of the twentieth century. The aim of the study is to clarify the importance, ideological orientation, thematic informativeness, representativeness and characteristics of the functioning of the Polish press in Ukraine. The research methodology is based on the analysis of the existing Polish press in Ukraine on the basis of the criteria of popularity and publication period, their genre, thematic and ideological orientation, audience, editorial policy, authors, and content. System-analytical and comparative-historical methods have been applied, thanks to which the characteristics of certain periods of the Polish press functioning have been determined. The scientific novelty lies in the disclosure of the source aspect of the study of the Polish press in Ukraine. It was found out that the Polish press in Ukraine in the first decades of the twentieth century is a significant, often unique source of reliable information about the events of Poles' socio-political, socio-economic, and cultural life. Conclusions. The emergence, development and functioning of the Polish press can be divided into three periods: 1905-1914, 1914-1916, and 1917-1921, which are defined by the beginning of its existence, the significance of the events that influenced the development of society – World War I, the Russian February Revolution and the Ukrainian National Revolution. This influenced the content, character and ideological orientation of materials, and the formation of the editorial staff.
The article reveals the main factors in the development of inclusive education in the Nordic countries. It is noted that society's attitude towards children with special educational needs can be both motivating and creating serious barriers to the implementation of inclusive education. It is determined that in order to remove the problem of segregation and intensify inclusion, it is necessary not only to have the appropriate tools to work, but also the opportunity to improve their professional knowledge and skills. The authors note that the development of education in the Scandinavian countries is a continuous process of reform, which began at the end of World War II and continues to this day. Analyzing the factors of development of inclusive education in different countries of the world, the authors claim that they have common conceptual and semantic characteristics. Based on the analysis of scientific sources and various experiences of the leading factors in the development of inclusion in the education system, such factors for the Scandinavian countries are identified as socio-economic, socio-political, socio-cultural and organizational. It is emphasized that the multidimensional definition of inclusive education, which combines school culture, policies, implementation practices, tangible and intangible resources, creates the basis for the quality of inclusive education. It is noted that a special place in the general concept of inclusive education is given to human resources, its training and retraining. It is established that another element of the success of inclusion is the involvement of families in the educational process. It is concluded that the path taken by the Nordic countries in the implementation of inclusive education is worthy of attention and imitation.
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