Definition of the target group(s)
In Ukraine, support measures in early childhood education and care (ECEC) and general secondary education (GSE) target specific groups of learners who face vulnerability or a higher risk of educational loss.Education, social, and migration legislation regulates the definition of target groups and the conditions for providing support.
Vulnerable learners. Vulnerable learners include children who require additional support due to disability, health conditions, difficult life circumstances or social status. Support focuses on the child’s individual needs and may include educational, social and psychological measures (Law of Ukraine ‘On Education, Закон України ‘Про освіту’).
Learners at risk of dropping out. This group includes children having persistent difficulties with school attendance, low academic performance, or difficult life circumstances. For these learners, legislation offers preventive support measures to ensure continuity of education (Law of Ukraine ‘On Complete General Secondary Education’, Закон України ‘Про повну загальну середню освіту’).
Migrant children. According to the Laws of Ukraine ‘On Education’ and ‘On Complete General Secondary Education’, migrant children have the right to the ECEC and GSE on equal terms with Ukrainian citizens. Institutions may apply language support and adaptation measures for these learners.
Refugee children and children in need of additional or temporary protection. Under the Law of Ukraine ‘On Refugees and Persons in Need of Additional or Temporary Protection’ (Закон України ‘Про біженців та осіб, які потребують додаткового або тимчасового захисту’), refugee children have a guaranteed right to education and social support. The State ensures their access to education services considering language and psychological needs.
Children from ethnic minorities. Under the Law of Ukraine ‘On Education’, children from national minorities have the right to education that considers their linguistic and cultural characteristics. They also have the right to learn their native language alongside the state language.
Children in difficult socio-economic circumstances. According to the Laws of Ukraine ‘On Education’ and ‘On Ensuring the Rights and Freedoms of Internally Displaced Persons’ (Закон України ‘Про забезпечення прав і свобод внутрішньо переміщених осіб’), this group includes children from low-income families, internally displaced children, and children affected by armed conflict. Education and social support measures apply to these learners.
Specific support measures
Educational institutions implement support measures in cooperation with education authorities, social services and other relevant institutions. These measures include, in particular:
- Language support. Institutions provide additional classes in the state language or the language of instruction for migrant children, refugee children, and children from national minorities.
- Additional learning support. Institutions may offer individual or group lessons, consultations, and pedagogical support for learners with learning difficulties.
- Adaptation of educational programmes. Institutions may adapt or modify educational programmes to meet learners’ needs. They may adjust the pace of learning or the way of delivering learning materials.
- Special teaching methods. Teachers may apply adapted pedagogical approaches, including inclusive and corrective and developmental methods.
- Involvement of additional specialists. Educational institutions may employ psychologists, social pedagogues, teacher assistants, and other support professionals.
- Special assessment procedures. For certain categories of learners, institutions may apply alternative or adapted approaches to the assessment of learning outcomes.
- Reduced class size. To create a safe and effective learning environment, institutions may set lower limits on class size.
- Cooperation with parents and other stakeholders. Educational institutions cooperate with parents, social services, healthcare institutions, and local self-government bodies to provide comprehensive support for the child.
- Financial support. Financial support for learners in the ECEC and GSE in Ukraine aims to ensure equal access to education for children from vulnerable groups. State and local budgets finance this support.
Learners in the ECEC and GSE institutions receive textbooks and learning materials free of charge. For certain categories of children, including children with disabilities and children with special educational needs, institutions may provide specialised or adapted textbooks. They include Braille editions, audio-supported materials or digital formats.
Local self-government bodies must provide free meals for specific categories of children.
For certain categories of learners, legislation provides free or reduced-price transport to and from educational institutions. Local self-government bodies define the specific conditions and procedures for receiving these benefits. They may vary across territorial communities.
Financial support may also include:
- compensation of the ECEC fees for children from specific social groups;
- provision of clothing, footwear, or other essential items for children in difficult life circumstances;
- additional payments or benefits established by local self-government bodies.
These measures have a targeted social focus. They apply depending on the child’s status and the financial capacity of the community.
For more information on financial support see 2.1 Early childhood and school education funding.
Changes to school infrastructure. Measures to adapt school infrastructure may include ensuring barrier-free access to education buildings and premises. Schools may install ramps, lifts, adapted sanitary facilities, tactile navigation elements, and visual or auditory orientation aids. Institutions may also create or refurbish specialised learning and resource spaces. They include sensory rooms and rooms for psychological or corrective and developmental support.
Adaptation of the learning environment takes into account the needs of different groups of learners. It aims to ensure equal, safe, and independent access to education services. It follows the principle of reasonable adjustment. Founders of education institutions and local self-government bodies implement these measures within their powers and financial capacity. They follow the ‘National Strategy for Creating a Barrier-Free Environment in Ukraine up to 2030’ (Національна стратегія зі створення безбар’єрного простору в Україні на період до 2030 року).