THE ROLE OF SOCIAL WORK IN THE FIELD OF INCLUSIVE EDUCATION

Abstract

The article presents an expanded examination of the role of social work in the development of inclusive education in Ukraine, taking into account contemporary social changes, the humanistic orientation of modern educational policy, and the integration of international human rights standards. Inclusive education is understood as a comprehensive system that ensures equal access to quality learning for all children, regardless of their individual characteristics or special educational needs. Inclusion is interpreted not only as a pedagogical model, but also as a social mechanism that contributes to the removal of structural and societal barriers to participation. The article highlights the key functions performed by social workers within an inclusive educational environment. They act as coordinators, mediators, and advocates, supporting communication among children with special educational needs, their families, teachers, and social institutions. Their activity is based on the social model of disability, which shifts emphasis from personal impairments to external obstacles that limit involvement in educational and social life. The regulatory framework of inclusive education in Ukraine, including the provisions of the Law of Ukraine «On Education» is analyzed. The study identifies a number of challenges that hinder the effective implementation of inclusive practices: insufficient financial and material resources, a deficit of trained specialists, and the persistence of social stereotypes. In this context, the modernization of social worker training is substantiated, with a focus on competencebased and practice-oriented approaches. The article concludes that social work functions as a core component of inclusive education, ensuring real – not merely formal – inclusion, supporting the creation of a tolerant school environment, and strengthening social cohesion at the community level.