Abstract:

The problem of inclusive education refers to many areas of the functioning of both children and youth in the institutions of the educational system. Increased interest in this form of teaching should be associated with the development of the social model of disability, which, in striving to achieve the maximum integration of people with disabilities into the society, exposes a need to introduce a number of changes in their environment. The fact of belonging to a particular nation implies having specific experiences of reality. It can, therefore, be assumed that there will be certain differences between the European nations in terms of cultural identity and identification, and these will affect attitudes towards social changes. The concepts of disability and integration have social origins and, consequently, should be seen as dependent on the cultural context.

According to empirical evidence, one of the most important success factors in the implementation of inclusive education are the attitudes of the entities involved. Previous studies showed that a positive attitude to inclusive education is also an important outcome (cf. S. Schwab, 2018).

The aim of the proposed research was to describe the readiness of young people aged 16-18 from Ukraine and Poland for inclusive education with disabled peers. Readiness for school integration was defined as the acquired state of maturity for being able to function in inclusive forms of education.

The research was carried out both in Poland and the Ukraine. In Poland, on the basis of the Act of 7 September 1991 on the education system, children and youths with disabilities can receive education at all types of schools, which does not exclude participation of many institutions of segregation character. However, in Ukraine this process of educational integration is just beginning (O. Toczenko, 2017). Admittedly, the term "children with special educational needs" is used more and more often. Such a diagnosis, however, makes it impossible for them to use educational services provided by local schools (P. Husak, H. Bielkina-Kowalczuk 2014).

The research tool used was the Scale of Youth Readiness for School Integration with Peers with Disabilities by Z. Kazanowski (2018).
The measurement of readiness for integration revealed significant differences in the specific aspects of integration readiness in "national" groups.

Keywords:

Readiness for educational integration, peers, inclusive education and disability.