FROM BARRIERS TO OPPORTUNITIES: CONTEMPORARY INNOVATIONS IN THE FIELD OF SPECIAL EDUCATION IN UKRAINE

Abstract

The article explores the processes of transformation in special education within the context of contemporary socio-economic and technological challenges that define new approaches to organizing educational environments for individuals with special educational needs. The purpose of the study is to identify current issues and challenges associated with the implementation of regulatory and legal acts in the practice of special education, as well as to assess the effectiveness of existing approaches and methods of integrating innovations into the educational process. Particular attention is devoted to the analysis of current legislative and regulatory acts in the field of special education, the study of mechanisms for their implementation in educational institutions at various levels, the identification of gaps and problematic aspects that require scientifically grounded solutions, and the outlining of prospects for the development of inclusive and special education considering current social challenges. It is noted that the main trends in the transformation of special and inclusive education in Ukraine include the shift toward inclusion, the personalization of learning, the use of digital tools, and the enhancement of teachers’ professional competence. The article emphasizes the legal framework governing the organization of education for children with special educational needs, including Ukrainian legislation on inclusive education, the creation of a barrier-free educational environment, and related provisions.

Special attention is paid to the development of e-supplements for learners with special educational needs, which are viewed, on the one hand, as a powerful tool for expanding learning opportunities, individualizing the educational process, and enhancing communication among participants in the educational environment, and on the other, as a digital instrument which, if developed without adequate multidisciplinary support, may hinder a child’s development and create additional learning challenges. In parallel, the study highlights issues of staffing, the need for continuous professional development of educators, and the advancement of digital competence among specialists.

The paper also outlines innovative solutions for adapting curricula, implementing specialized software, and applying modern pedagogical technologies. The findings underscore the necessity of a systemic, comprehensive approach to the modernization of special education, grounded in the principles of equality, accessibility, inclusivity, and the humanistic values of education.