The adoption and applicability of essential policies which promote the inclusion of children with disabilities in schools and society and in accordance with the principles of the Ministry of Labour and Social Affairs and the Ministry of Education and Science of Ukraine is currently being examined in the two pilot regions (L’viv and Simferopol). So far fundamental attention has been paid to creating awareness and knowledge among all levels of government and non-governmental organizations (NGOs) in regards to the concept of inclusive policies. The anticipated result of this work is to continually expand the information base for policy analysis and obtaining evidence to support the formulation of policies pertaining to the spheres of education and social protection. In addition, policy developed as a result of this project can thus be used to promote changes to existing legislation as well as guidelines or the basis for new legislation.

On December 13, 2006, the United Nations Organization adopted the Convention on the Rights of Persons with Disabilities. This was the first general document regarding human rights in the 21st century and also the first Convention on human rights open to signatures. Both countries – Ukraine and Canada – signed the UN Convention on the Rights of Persons with Disabilities.

• The adoption of the Convention demonstrated a “paradigm shift” in attitudes and approaches to people with disabilities.
• The Convention was designed to serve as tool to protect human rights with a clear emphasis on social development.
• The Convention clarifies and explains how all categories of rights are applicable to people with disabilities, defines areas where there is a need for adaptation in order to enable them to effectively exercise their rights, areas where their rights may be infringed upon, and also areas where protection needs to be strengthened.

Inclusion and Inclusive Education

Ukraine has adopted the principles of inclusion and inclusive education. Although, as such:

• Inclusion envisages inclusion of children in society and provides them with the possibility to participate with other members of society by using their skills and abilities in daily activities;
• Inclusion signifies that an individual part of society is included among others as well as welcomed and accepted as a full member of the collective group;
• Inclusion can take place in school, in church, on the playground, at work and during times of leisure;
• Inclusion aims to satisfy all the needs of the child and maximize the improvement of the individual’s quality of life;
• Inclusion strives to provide all children and adults the possibility to participate in society and contribute to its development as full members who are valued and respected.

With the purpose to facilitate the introduction and spread of the inclusive education component on social policy, (we are) actively cooperating with the Psychological-Medical-Pedagogical Commission (PMPK) at the regional and national level. On November 29, 2010, a round-table discussion was held entitled “Discussion of the draft position of the PMPK.” This event helped to form a vision about the joint efforts of state organizations around the problems of children with disabilities, particularly in regards to ensuring them equal rights and opportunities through the transformation of society’s view of people with disabilities. Also, with the conceptual basis of activities of the PMPK following the logic of the new vision, participants highlighted the need to switch from the medical (model) to the social model of disability. The vision further emphasized the fundamental problems which need to be addressed in changes to the legislation base and introduced constructive proposals in regards to the activities of the PMPK. Participants also received information about the actual status of implementing inclusive education throughout the L’viv region and the comparative characteristics of the activities of the PMPK functioning as a consultative agency rather than a commission in the province. They further analyzed the draft changes and put forth constructive proposals in regards to the optimization of consultations for the purpose of forming multidisciplinary teams and strengthening interagency cooperation. The round-table discussion was attended by representatives from the main departments of education and science, health, social protection, directors from various levels of the PMPK, parent representatives and community organizations.

Representatives of these organizations will now be able to form a team of professionals and specialists to build inter-agency relationships for the purpose of providing quality services to families raising children with disabilities. Participants were further presented with the draft position, the reasons for change, the conceptual framework of the activities of the PMPK, as well as were made aware of potential new measures and the difficulties and prospects for implementation of inclusive education throughout the L’viv region. As a result, participants indicated the most valuable results of the meeting were obtaining information that pertained to the possibility of establishing inter-agency collaboration as well as the priorities of the PMPK. The agency was also acknowledged as one of the key organizations instrumental in the implementation process of inclusive education. A majority of participants also further indicated the necessity to study the proposed changes of the activity of the PMPK, the need of changing attitudes towards children with special educational needs, gaining knowledge to actually implement inclusive education in the workplace and everyday life, and the importance of a wide range of services where individuals can seek consultation.