BARRIERS TO THE INCLUSIVE EDUCATIONAL SPACE OF A VOCATIONAL (VOCATIONAL-TECHNICAL) EDUCATION INSTITUTION: THEORETICALASPECT
Abstract
DOI: https://doi.org/10.26565/2074-8922-2025-84-08
(VOCATIONAL-TECHNICAL) EDUCATION INSTITUTION: THEORETICALASPECT
Purpose. Based on the analysis of scientific literature and modern educational practice, to identify the
main barriers to ensuring equal opportunities for students with special needs while studying in the system of
vocational education.
Methods. To solve the purpose of the study, a set of theoretical methods was used: analysis of scientific
literature, regulatory documents and legislative acts; study of the modern educational space of inclusive
infrastructure in vocational (vocational-technical) education institutions of Ukraine and Europe; comparison,
generalization, systematization of theoretical data.
Results. The current state of accessibility of the educational environment of VET institutions for people
with special educational needs is considered. The conditions of accessibility of vocational education for students
with special educational needs are analyzed, certain types of barriers to the implementation of inclusion are
identified, which can be grouped into three main areas: social adaptation to the educational environment,
accessibility of educational products during full-time and distance learning, and the use of information, computer
and assistive technologies.
Conclusions. The main barriers to the inclusive educational space of VET institutions are pedagogical
barriers related to the choice of teaching methods in accordance with the student's nosology, the use of
information, computer and assistive technologies, insufficient training of teachers, and the lack of support staff.
Technological barriers related to technological tools and components in the distance learning system and their
accessibility for students with special needs. For educators, there are certain challenges in choosing the appropriate methodology, information and computer tools that will not only meet learning objectives, but also
facilitate joint interaction between teachers and students with and without special needs. Individual barriers that
relate to both students with special needs and normative students, namely, communication barriers. The lack of
experience of interaction between these two groups of students prevents the real inclusion of students with
disabilities in the educational and social space of a VET institution
In cites: Shemyhon N.Y., Akimova O. M. (2025). Barriers to inclusive educational space of a
vocational (vocational-technical) education institution: theoretical aspect. Problems of Engineering
Pedagogic Education, (84), 93-103. https://doi.org/10.26565/2074-8922-2025-84-08 (in Ukrainian)
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