On Some Features of the Implementation of the Right to Inclusive Educations of Human With Disabilities in Ukraine

Abstract

Purpose: This article is devoted to the search for effective solutions to modern legal problems of the realization of human rights, including children, for inclusive education in Ukraine.
 Methodology: The method of integral analysis of legal regulation in the field of inclusive education in Ukraine has allowed us to consider it in development and interconnection to reveal the existing directions and patterns as a whole. The comparative method has come in handy in the study of legislation governing the right of people to inclusive education. Modeling, analysis, and synthesis methods have revealed the advantages and disadvantages of legal regulation in the field of inclusive education.
 Main findings: The article discusses the features of legal problems of the implementation of rights to inclusive education of humans with limited opportunities in Ukraine. Possible ways of improving the legal regulation of the implementation of human rights to inclusive education are proposed. According to the authors, one of such methods is the passing of separate legislative, legal norms regarding the development of inclusive education for children with various functional disorders, the development of inclusive education at higher educational institutions. The authors substantiate the conclusion that the human right to inclusive education at the international level is a legal human right that has great practical value for students with disabilities and should exclude any form of discrimination.
 Implications: This article can be used in the practical activities of lawyers, students, and teachers of law higher education, and is also recommended for review by persons with disabilities.
 Novelty: This study examined the problems of legal support of human rights to inclusive education in Ukraine and suggested ways to solve them.

SECTION 45. Administrative and legal means of protecting citizens of Ukraine in public administration

“…Separate features of the implementation of the right were studied in the areas of (1) ensuring the rights of drug addicts to rehabilitation in Ukraine and the European Union 6 , the human right to virtual reality in healthcare 7 , the human right to security in the implementation of the concept of «the right to healthcare 8 , the human right to access to the Internet in healthcare in the «concept of the right to health» 9 , the patient's right to innovation in healthcare 10 , human rights and reproductive health 11 , human rights to palliative care in Ukraine 12 , rights to health care of drug addicts 13 , patient's rights to receive information in the concept of «health and human rights» 14 , the right to inclusive education of people with disabilities in Ukraine 15 , forensic examinations in cases of protection of human rights in the field of healthcare in Ukraine 16 and others.…”

Strategi Pelaksanaan Pembelajaran ABK di Sekolah Inklusif Selama Masa Pandemi Covid-19

“…Kemudian menurut Agustin (2016) Sekolah inklusif adalah sekolah yang berusaha mengakomodasi semua jenis kebutuhan siswa termasuk ABK. Sekolah inklusif memfasilitasi perkembangan kepribadian dan sosial ABK, memenuhi kebutuhan khusus yang diperlukan ABK (Oleksandr, et al, 2020); serta mengembangkan bakat dan minat ABK (Bektiningsih, et al, 2020).…”

Model Pendidikan Inklusi Dan Implementasinya Pada Masa Pandemi Covid-19 Di Sekolah Dasar

“…Pendidikan inklusi mensyaratkan sekolah menyesuaikan dengan kebutuhan individu peserta didik yang berbeda-beda (Setianingsih, 2018). Tujuan utama pendidikan inklusi adalah untuk menyediakan kondisi bagi perkembangan pribadi, dan penegasan martabat manusia anak-anak dengan kebutuhan khusus, serta realisasi diri yang kreatif (Oleksandr Mikhailovich Shevchuk, Mokhonchuk, Lysodyed, & Mamonova, 2020). Penyesuaian terhadap kebutuhan peserta didik ini, maka setting pendidikan inklusi model pendidikan yang dilaksanakan memiliki model yang berbeda dengan sekolah regular.…”