Schools Will Assess the Success of Children with Special Needs Differently: Focus on Social Adaptation

In Ukraine, the possibility of legally establishing separate indicative learning outcomes for children with special educational needs in state education standards may be introduced. The relevant bill has already received support from the specialized parliamentary committee.

This concerns the further development of inclusive education and aligning legislation with the practices already applied in schools. The initiative aims to make the educational process more flexible, consider the individual capabilities of students, and promote their social and professional integration.

A meeting of the Verkhovna Rada Committee on Education, Science, and Innovations took place, during which deputies reviewed the draft Law of Ukraine "On Amendments to Article 44 of the Law of Ukraine 'On Complete General Secondary Education' Regarding the Definition of Indicative Learning Outcomes for Children with Special Educational Needs in State Standards" No. 15207.

The purpose of the document is to improve legal regulation in the field of complete general secondary education by creating prerequisites for defining learning outcomes in state education standards that take into account the special educational needs of learners.

Among the main objectives of the document are the development of an inclusive approach in education, ensuring flexible definition of learning outcomes, supporting the individualization of the educational process, and creating conditions for forming individual educational trajectories for students.

The bill proposes amendments to Article 44 of the Law of Ukraine "On Complete General Secondary Education," providing the possibility to define learning outcomes in state education standards considering the special educational needs and individual capabilities of learners.

The bill was recommended for adoption as a basis

The Committee adopted a conclusion recommending the Verkhovna Rada to adopt the bill as a basis following the first reading.

The committee also instructed to revise the document taking into account proposals and amendments from legislative initiative subjects and submit it for the second reading in parliament.

What the inclusive education bill proposes

As previously reported by "Judicial-Legal Newspaper", the bill continues the reform of inclusive education, a new stage of which began in 2024 after the approval of the National Strategy for the Development of Inclusive Learning until 2029.

The strategy provides for improving the statistical database on children with special educational needs, developing a system of educational and support services, and increasing the effectiveness of inclusive learning at all education levels.

Despite the active development of inclusive education and the use of individual development programs in schools, current legislation contains certain contradictions. State education standards set uniform mandatory learning outcomes for all students, while actual educational practice increasingly considers the individual capabilities and needs of children.

Eliminating this discrepancy became one of the key motives for preparing the bill.

Specifically, the document provides that:

• fulfillment of state standards for primary, basic, and profile secondary education by children with special educational needs can be ensured through adaptation or modification of the content of education at the respective level;
• state standards may separately define indicative learning outcomes for children with special educational needs caused by intellectual, physical, mental, sensory impairments, or behavioral disorders;
• such outcomes may apply to students studying in special educational institutions, special classes or groups, as well as other forms of education provided by law;
• the educational process should focus not only on academic achievements but also on developing practical life skills, professional training, and social integration.

Why legislative changes are needed

In fact, the bill aims to align the regulatory framework with approaches already partially used in Ukrainian schools.

Currently, an individual approach to children with special educational needs is applied in practice but is not always adequately reflected in state education standards. This creates a gap between formal requirements and actual learning outcomes, and individual educational trajectories lack sufficient regulatory support.

According to the authors, introducing differentiated learning outcomes will eliminate these contradictions, ensure fuller consideration of children's individual educational needs, and improve the quality of the educational process.

It is expected that implementing the proposed changes will promote the development of inclusive education, expand opportunities for social integration and professional self-determination of children with special educational needs, and help create conditions for their independent and dignified life.

What issues remain open

At the same time, during the discussion of the bill, experts pointed out some questions regarding its practical application.

In particular, it remains unclear how education obtained based on modified indicative learning outcomes will affect the further possibility of admission to vocational or higher education institutions.

Additionally, the bill's final provisions stipulate that the Cabinet of Ministers must bring regulatory legal acts in line with the new requirements within one month. Experts believe that such a short timeframe may pose risks of insufficient elaboration of subordinate acts and mechanisms for implementing future changes.

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