Peculiarities of work of public organizations in the field of formation of inclusive educational policy in Ukraine and Canada

The article covers the concepts of "politics", "inclusive educational policy", "inclusive education", "inclusion", "inclusive school". Ukraine and Canada have followed a similar path with current trends in helping children with special educational needs. The history of the formation of civil society in the two countries shows approximately the same treatment of people with mental and physical disabilities: from constant aggression and rejection of people with certain disabilities to the possibility of care and, subsequently, the need to educate such people. The main differences in approaches to education have been observed in Ukraine since 1917, when education in Ukraine developed in isolation under the Soviet Union. On the one hand, there were advantages, as the school of special education was quite powerful in the Soviet Union, and the works of Soviet scientists, which became the basis for the organization of the educational process in Soviet Ukraine, deserve some general attention. But despite the fact that education was of high quality, there were strong segregation tendencies. Isolation from the life of the world community has delayed the development of innovative approaches to education in Ukraine, including inclusive education, for almost thirty years. The first lawsuits, public dissatisfaction with the state of education in Canada, and thus the beginning of positive changes, date back to the 70s of the twentieth century. In Ukraine, these transformations became possible only with the advent of independence. As a result, the actors of change are different, and unlike the Canadian practice, they are joined by international donors. Ways to transform educational policy and the education system itself, although they have the opportunity to learn from all progressive experience, are unique in Ukraine. An analysis of more than twenty statutory documents of Ukrainian and Canadian NGOs caring for people with disabilities and / or special needs shows the leading role of NGOs (NGOs still have the abbreviation NGO) in shaping the inclusive education policy of the two countries. NGOs are most interested in inclusive education policy, and their existence in both Ukraine and Canada is often due to the provision of the necessary educational services to the target group by upholding the right to education at the place of residence at all levels from local to state. In general, the activities of public organizations in Ukraine and Canada are aimed at changing the policy, social environment in favor of inclusive values. A distinctive feature of the activities of public organizations is that all actions to achieve this goal are democratic, there is constant feedback from those who are the target group, who are delegated the authority to implement certain changes, as well as ensuring constant communication. and contact of people with disabilities and their parents with government agencies. Also a component of informing, which essentially fits into the concept of defending the rights of the target group - users of inclusive education, is advising the executive authorities at the stage of drafting regulations, as well as monitoring compliance with existing regulations on education of people with disabilities and special needs. educational needs