Inclusion 2019: 504.5 million UAH has been included in the budget, and it is the first time the money is directed towards the support of inclusion in kindergartens and vocational institutions

The budget for 2019 provides 504,5 million UAH to the development of inclusive education, 353,3 million among which is directed towards supporting children with special educational needs at schools, another 37,2 million are to be used to provide inclusion in kindergartens, and 24,8 million – to support special groups at vocational institutions. The Cabinet of Ministers adopted the corresponding decision today, February 27, 2019, in the building of the Government House.

«The development of inclusive education and providing equal opportunities for education for each Ukrainian child is one of our main priorities. This is why it is going to be the first year when we will direct money towards the support of inclusion not only at schools, but also at kindergartens, as well as vocational institutions. Besides, out of more than 504 million, 39 will go to further equipping of our inclusive-resource centers. I recall that more than 500 such centers are already established, and there should be already 700 of them by the end of the year», – the Minister of Education and Science Liliya Hrynevych said.

She as well stated that this year 200 more methodologies for the comprehensive assessment of the development of children with special educational needs will be procured.

«Last year we purchased 500 of such methodologies for those inclusive-resource centers that had already been open. Now the methodologies will be sent to those IRCs that are to be opened in 2019. Besides, the center staff trainings on working with these methodologies, a few representatives from each region, will start as early as March», – Liliya Hrynevych explained.

The minister added that another 1 million UAH will go to the development and support of the electronic system, which will be used by parents of children with special needs, IRC specialists and schools. It is through this system that parents will register for admission to IRC specialists; the conclusion on child’s educational needs and the remedial services provided to the child at the educational establishment will be recorded in the system as well.

We recall that last year alone the number of pupils with special educational needs, who study at ordinary schools next to their peers, has increased by 61%. In general, more than 12 thousand pupils study at general secondary education institutions, and almost 2.2 thousand children with special educational needs are in pre-school establishments.