Special Education for Disabled People in Ukraine: Innovation and Experiments

Recent years have witnessed dramatic qualitative changes in the system of special education for disabled children in Ukraine. The transition of comprehensive schools to a 12-year term of education brought improvements into the system of special education for all types of schools.

The State Standards for Special Education

The idea to develop this document is not accidental. In its present social, political, and economic conditions Ukraine faces the need for changes in special education system due to the changed public attitude towards children with special needs, the new understanding of personal development of such children and their efficient socialization and integration into society.

A Case Study on Improving Educational Opportunities for Students with Hearing Disabilities in Ukraine

How can Ukrainian and Canadian social scientists work together to achieve the next five-year research plans of the Institute of Special Pedagogy in order to improve the educational opportunities for children with special needs? Is there a model to follow of how change occurs in educational systems, so that researchers both in Canada and Ukraine can share common assumptions and a common language in our dialogue?

Civil Society, Canada, Ukraine and Issues in the Education of Deaf Children

The ideals incorporated into the National Doctrine for Educational Development in Ukraine in the 21st century are no different from those of Canadian education, and, indeed, many other countries. What makes Ukraine and Canada different is their incorporation into these ideals into the democratic structure of a Civil Society.

Special Education in Ukraine: Current Conditions and the Search for New Perspectives

The system of education in Ukraine is legally regulated by the laws "On Education” and "On Comprehensive Secondary Education", and program documents such as "Education -Ukraine in the XXI-st century" and "Children of Ukraine". These official educational documents directly regulate the education of persons with special needs, in the form of special education.

Toward Equity and Excellence in Canadian Schools:
Can Inclusion Bridge the Gap?

For too long Canadian schools have been chasing the notion of a standard “one size fits all” approach within our public education systems. Though students with obvious disabilities were generally excluded from public education for the first half of the century, all others were expected to meet some sort of “minimal standard.” As the public education systems grew and developed over the ensuing decades, it was gradually recognized that standard curriculum, standard achievement, and standard outcomes were not appropriate for a considerable portion of students attending community schools.

Trends in the Integration of Special Education in Ukraine

Ukraine’s independence brought fresh advances in the use of the new country’s intellectual leaders. It sped up changes in social life, which inevitably called up complicated psychological and pedagogical problems in the development of the national education system.

Inclusive and Special Education for Canadian Students with Hearing Loss: Starting Early, Beginning at Birth, New Hopes for the Future

The first part of this paper will describe in some detail, the schools for the deaf and inclusive placements that are available to D/deaf and hard of hearing children in North America and will provide a brief summary of the kinds of professionals who might be involved in these models. I will then explore the need for early intervention and research based results of the impact of universal newborn hearing screening. New practices in early intervention and early detection will have enormous impacts on our school systems in the future. The paper concludes with a brief look at some issues and trends in educating deaf and hard of hearing children in Canada.

Looking Back, Thinking Forward:
Signed Language Research in North America

This paper examines the historical developments in the area of signed language research and deaf education in North America. By examining history, it may provide insight into the lessons learned over the past 30 years, and provide direction for future research initiatives and best practices in deaf education.

Use and Study of Sign Language in Ukraine: History of Research.

In Ukraine sign language has been in existence for more than two centuries. It made its first appearance in the early communities of the deaf, as well as in special schools for deaf children. These were the Lviv School for Deaf Children that opened in 1830, and one in Odesa that opened in 1843. Sign language, as Yuri Kramar justly notes, developed and was cultivated in families of the deaf from generation to generation.

Alberta Experience of Inclusion

This paper examines the historical developments in the area of signed language research and deaf education in North America. By examining history, it may provide insight into the lessons learned over the past 30 years, and provide direction for future research initiatives and best practices in deaf education.

Bilingual-Bicultural Approach in Deaf Education: Does Sign Language facilitate the Literacy Development of Deaf Children?

The ideals incorporated into the National Doctrine for Educational Development in Ukraine in the 21st century are no different from those of Canadian education, and, indeed, many other countries. What makes Ukraine and Canada different is their incorporation into these ideals into the democratic structure of a Civil Society.