The Law of Ukraine on Education (закон України ‘Про освіту’) regulates the creation of a special educational environment. A special educational environment consists of specific conditions, forms, methods and tools for teaching and upbringing. It includes specialised staffing, as well as adapted design, equipment, support devices, software, digital applications, technical equipment and learning materials. The staff create such an environment in special education institutions, in special classes or groups. Its purpose is to ensure access to education and to facilitate learning for specific categories of learners with special educational needs (SEN). The special educational environment supports further development, learning, socialisation, self-realisation, employment, and a full life for these learners within an inclusive and barrier-free society.
The Resolution of the Cabinet of Ministers of Ukraine ‘On Certain Issues of Social Protection of Children with Disabilities and Persons with Disabilities’ (Постанова Кабінету Міністрів України ‘Деякі питання соціального захисту дітей з інвалідністю та осіб з інвалідністю’) establishes the general framework for the social protection of children with disabilities. It also approves the standard regulations for children’s residential care facilities.
There are several residential care facility profiles depending on the needs of their residents:
- Profile I (mixed by gender). This profile houses residents with mild intellectual disability and/or mental disorders with persistent movement impairments. Their independent mobility is significantly limited or impossible.
- Profile II (separated by gender). This profile houses residents with moderate intellectual disability and/or severe mental disorders. Residents require care, education, and rehabilitation, but can move independently and manage self-care.
- Profile III (separated by gender). This profile houses residents with severe or profound intellectual disability and/or persistent mental disorders. Residents require care, education, and rehabilitation. They can move independently and manage partial self-care.
- Profile IV (mixed by gender). This profile houses residents with severe or profound intellectual disability and/or persistent chronic mental disorders. Residents require palliative care, education, and rehabilitation. Independent mobility is significantly limited or impossible.
The Resolution of the Cabinet of Ministers of Ukraine ‘On Approval of the Regulations on Special Kindergartens’ (Постанова Кабінету Міністрів України ‘Про затвердження Положення про спеціальний дитячий садок’) regulates the operations of special kindergartens in the early chilhood education and care (ECEC). A special kindergarten is an ECEC institution for children with SEN due to developmental impairments. They may be physical, mental, intellectual and/or sensory impairments or behavioural disorders. The children’s age is from two to seven or eight years. In special kindergartens, the educational process combines education with corrective, developmental, and rehabilitation services and follows special or adapted educational programmes. The facility ensures an individual approach to each child and provides psychological and pedagogical support. It uses special or adapted programmes, specialised teaching methods and tools. Special kindergartens create conditions for the development, socialisation, and preparation of children for further education. The number of groups for children with SEN in their structure is at least half of the total number of groups.
Special schools and educational and rehabilitation centres operate in the general secondary education sector. The Resolution of the Cabinet of Ministers of Ukraine ‘On Approval of the Regulations on Special Schools and Educational and Rehabilitation Centres’ (Постанова Кабінету Міністрів України ‘Про затвердження Положення про спеціальну школу та Положення про навчально-реабілітаційний центр’) sets the rules for their activities.
A special school is a general secondary education institution (GSEI) for children with SEN caused by developmental impairments. It provides primary, basic, and/or upper secondary education, considering learners’ individual abilities and needs. The educational process there combines teaching with corrective and developmental activities, psychological and pedagogical support, rehabilitation, and social adaptation. These schools organise learning under special or adapted educational programmes. They use specialised methods, learning tools, and qualified staff. The aim is to support learners’ maximum possible development, socialisation and preparation for independent life.
An educational and rehabilitation centre is an educational institution for children with special educational needs caused by complex developmental impairments requiring a combination of educational, corrective and rehabilitation services. The centre provides education based on the child’s individual abilities and delivers a comprehensive range of psychological, pedagogical, medical, physical, and social rehabilitation services. The educational process follows special or adapted educational programmes. It involves an interdisciplinary team of specialists. It focuses on development, socialisation, the formation of life skills and the child’s maximum possible integration into society.
Definition of the target group(s)
In Ukraine, there is the legal and regulatory framework defining target groups with SEN.
Medical procedures for establishing disability status follow the system of medical and social assessment. Medical advisory committees or medical and social expert commissions carry out these assessments. The assessment confirms disability based on medical evidence, parental or legal guardian consent, and relevant examinations. The Resolution of the Cabinet of Ministers of Ukraine ‘On Certain Issues of Establishing Disability in Children by Medical Advisory Committees’ (Постанова Кабінету Міністрів України ‘Деякі питання встановлення лікарсько-консультативними комісіями інвалідності дітям’) regulates these procedures.
The procedure for granting the status of the ‘child with a disability’ includes the following steps:
- parents or legal guardians submit an application;
- the child undergoes medical examinations, and the Commission determines the category and degree of disability;
- social protection authorities get the medical report for further registration.
Legislation in the fields of healthcare, social policy, and medical assessment regulates this process.
The key document is the Resolution of the Cabinet of Ministers of Ukraine ‘On Approval of the Procedure for Early Identification of Developmental Disorders or the Risk of Their Occurrence in Children and the Timely Referral of Families with Children to Early Intervention Service Providers’ (Постанова Кабінету Міністрів України ‘Про затвердження Порядку раннього виявлення у дітей порушень розвитку або ризику їх виникнення і своєчасного направлення сімей з дітьми до надавачів послуги раннього втручання для отримання такої послуги’). It establishes the procedure for the early identification of developmental disorders or the risk of such disorders in children from birth to the age of four. It provides for the timely referral of families with children to early intervention service providers. It defines the role of healthcare professionals in identifying developmental disorders. This Resolution serves as a key document for the medical identification of developmental disorders in children from birth to four years of age. It confirms the need for early intervention services.
Admission requirements and choice of school
Admission criteria. Special education institutions admit learners based on applications submitted by parents or legal guardians. The application includes documents on the child’s health status and certificates confirming SEN, such as medical, psychological and pedagogical reports.
The Order of the Ministry of Education and Science of Ukraine ‘On Approval of the Procedure for the Admission of Persons with Special Educational Needs to Special Education Institutions, Their Expulsion, and Transfer to Another Education Institution’ (Наказ Міністерства освіти і науки України ‘Про затвердження Порядку зарахування осіб з особливими освітніми потребами до спеціальних закладів освіти, їх відрахування, переведення до іншого закладу освіти’) defines the admission procedure.
Methods for confirming eligibility. As a rule, an IRC report confirms the child’s need for a special educational environment (further details are provided in the subchapter ‘Definition of the target group(s)’ above).Decisions for preschool-age children may rely on medical reports regarding the child’s development.
Options and limitations of choice. Parents may choose a special institution (a special kindergarten or school, or an educational and rehabilitation centre) based on the child’s educational needs and the availability of places in the institution.The current legislation guarantees non-discrimination and access to education for all children, including those with SEN.
Appeal mechanisms. Parents or legal guardians may appeal admission decisions through administrative procedures or through the courts. Administrative procedures involve the head of the relevant institution and/or the education authorities.The Law of Ukraine ‘On Education’ establishes general mechanisms for the protection of learners’ rights. They include the right to appeal decisions taken by educational institutions.
Age levels and grouping of pupils
Division of education into stages. Age levels and pupil groupings follow the main segments of the education system: ECEC, primary education, lower secondary education and upper secondary education.
Grouping criteria. The needs of children with SEN, their age, the type of impairment and Individual Development Programmes define the formation of special institutions and groups. The head of the institution forms classes and groups independently, in line with operational conditions and sanitary requirements.
Mixed-age classes. The legislation does not set separate age limits for certain special education institutions. The educational institutions organise age grouping based on the level of education (ECEC, primary, lower secondary, or upper secondary). Special classes or groups may adapt to the individual needs of the child.
Class size regulations. The Law of Ukraine ‘On Complete General Secondary Education’ sets out general requirements for class size. The head of the education institution must comply with sanitary standards and ensure a safe learning environment.
Curriculum, subjects
Organisation of curricula. Special education institutions design educational programmes in line with the child’s individual educational needs and national education standards. In special schools, the educational process follows the institution’s own educational programme. The school may develop the programme according to the model programme or another programme approved by the legislation. The educational programme must include corrective and developmental components as well as educational and upbringing components based on pupils’ needs.
Alignment with the general curriculum. Special education institutions deliver education following national education standards, adapted to pupils’ needs. The educational programme of a special school must aim at achieving the learning outcomes defined by the State Standards of Complete General Secondary Education. Schools may adapt content, but national learning outcomes remain the reference point.
Possibility of attending subjects in mainstream classes. An Individual Development Programme may provide for participation in selected subjects or educational components in mainstream classes. It is subject to the agreement of all parties and the capacity of the institution. Institutions implement this form of partial participation through individual child documentation and organisational decisions. In practice, institutions determine participation in specific educational components individually, based on the learner’s needs and the organisation of the educational process.
Participants in programme development. Educational institutions approve educational programmes within the limits of the current legislation. They have methodological support from the Ministry of Education and Science of Ukraine (MESU) based on the IRC recommendations. The pedagogical council of the special school decides on the use of a specific educational programme. If it is not a model programme, the institution approves it through the established procedure. Institutions also prepare an Individual Development Programme for each pupil, describing the child’s needs and the required services and adaptations.
List of subjects and teaching hours. State education standards define compulsory subjects and the allocation of teaching hours at each level of education. Special education institutions may adapt these requirements to pupils’ needs. The pedagogical council agrees on the annual curriculum based on the curriculum set out in the educational programme. The head of the institution approves it. The annual curriculum specifies compulsory subjects or courses, optional components, and the number of teaching hours per week and/or per year.
ICT-related subjects. Education standards include information and communication technologies (ICT) as a component of curricula adapted to all learners based on their abilities. The institutions provide ICT classrooms and use specialised software, such as text enlargement or text-to-speech tools and other support technologies. ICT may function both as a separate subject or curriculum component and as an accessibility tool within the learning process.
Teaching methods and materials
Special teaching methods. Teaching takes place using the languages, methods, and means of communication that best suit the child. For blind and deaf learners, institutions ensure the use of Braille and Ukrainian Sign Language. For pupils with autism spectrum disorders, they use alternative and augmentative communication tools. Legislation also explicitly allows institutions to adapt or modify subject content.
Special materials. Standardised requirements include material and technical support in the form of specialised teaching and learning materials, Braille textbooks, audiobooks, technical devices, and specialised software. Institutions do not define materials in general terms. Instead, they link materials to the profile of the school and the needs of the learners.
Responsible authorities. The Cabinet of Ministers of Ukraine and the MESU provide the legal and methodological framework. They approve regulations and requirements for organising the educational process. Educational institutions ensure the practical implementation of the state standards. They do so through the approval of plans and programmes by the pedagogical council and the head of the institution.
Free provision. In state and municipal special education institutions, children receive the ECEC and general secondary education free of charge. These institutions also provide psychological and pedagogical support and corrective and developmental services free of charge. Public budgets and other sources permitted by legislation finance these services. Legislation separately provides for the supply of support learning tools according to the established procedure.
Progression of pupils
Conditions for progression from one grade to the next. In the general secondary education system, annual assessment forms the basic condition for progression from one grade to the next. GSEIs record results in official documents issued each year when pupils move to the next year of study. Legislation defines the main types of assessment, including formative, ongoing, and summative assessment.
Role of teachers and specialists. Teachers select and apply the forms, content, and methods of assessment. In special education, Individual Development Programmes and corrective and developmental services additionally shape the pace and manner in which pupils follow the curriculum.
Repetition of a school year and related conditions. Institutions may adjust decisions on a pupil’s educational track, including pace and sequence of learning components, through individual documentation. If a learner cannot achieve the learning outcomes defined in the educational programme, the institution may develop an Individual Learning Plan with a different sequence, form, and pace of learning.
Possibility of transfer to mainstream education institutions. Ukrainian legislation provides individualisation tools, such as the Individual Development Programme and the Individual Learning Plan. The institutions may also use them when changing a learner’s educational track. In practice, transitions between education forms usually take place through individual decisions on the child’s programme and learning plan.
Cases without assessment. Legislation defines mandatory types of assessment and guarantees learners the right to non-discriminatory assessment. At the same time, teachers choose specific assessment methods within the framework of the educational programme. This approach allows them to apply adapted assessment practices in line with learners’ needs.
Certification
The body responsible for certification. At the school level, the educational institution records learning outcomes (through assessments and documents/records). The legislation and the central body in the field of education and science establish state requirements for educational documents and their accounting.
Content and assessment methods. The law defines the main types of assessment (formative, ongoing, summative, state final certification, external independent assessment) on the principles of fairness and non-discrimination. Teachers choose the forms and methods of assessment within the curriculum.
Exam forms. The state final certification ensures compliance of learning outcomes with the state standards at the appropriate levels of education. The legislation and decisions of authorised bodies within their competence determine the list of subjects and the procedure for conducting exams.
Title and recognition of qualifications. Learners of special secondary education institutions in Ukraine receive the same level of education as learners of GSEIs, provided that they meet the requirements of the relevant state educational standard. The fact of studying at a special institution does not affect the title of the educational document. It does not limit its legal recognition.