UDC 376.07:005.95(477-072)“364” FEATURES OF MANAGEMENT OF SPECIAL AND INCLUSIVE EDUCATION INSTITUTIONS IN THE FRONTLINE REGION
DOI: https://doi.org/10.51706/2707-3076-2023-10-21
Abstract
The article examines the current challenges faced by the heads of special and inclusive educational institutions in the context of ongoing hostilities in Ukraine. The aim of the article is to analyze and highlight these challenges, with an emphasis on the need to modernize management approaches in response to the growing influence of inclusive processes. The authors emphasize the critical importance of forming a new generation of educational leaders who have the necessary competencies to manage innovative educational institutions that implement inclusive approaches. This includes the recognition of universal values, ensuring the humane treatment of people with disabilities, as well as addressing the issues of their socialization and adaptation in society as a whole.
Strategic directions of inclusive education require leaders who are not only aware, but also actively engaged in creating and maintaining environments where both healthy pupils and students with special educational needs can study together in specialized institutions. The article emphasizes the need for these leaders to be well aware of the latest trends in the development of special and inclusive education and to effectively manage the complex dynamics that arise in the frontline regions.
In these regions, the challenges are particularly acute, with security, infrastructure preservation, staffing and adequate funding coming to the fore. The constant threat to life due to hostilities poses significant risks to the physical and psychological well-being of students and staff. The destruction of infrastructure, including educational facilities, exacerbates the difficulties of maintaining a stable learning environment. Communication problems, whether due to damaged networks or broken communication lines, make it even more difficult to manage these institutions.
Staff shortages, often caused by the relocation of staff or the inability to attract qualified specialists to dangerous areas, add another layer of complexity to the management task. The article also highlights the problem of professional burnout, which is exacerbated by stressful working conditions in the conflict zone. In addition, frequent interruptions in the educational process, whether due to evacuations, damage to facilities, or other war-related disruptions, significantly complicate the ability of these institutions to fulfill their educational mission.
The article concludes by emphasizing the need for rapid adaptation and innovative solutions on the part of education managers to effectively address these challenges, ensuring that inclusive education can continue to progress even in the most adverse conditions.
