23 September 2026
Borys Grinchenko Kyiv Metropolitan University

On 23 September 2026, at a meeting of the University Academic Council, the report on the implementation results of the research project conducted by the Department of Special and Inclusive Education at the Faculty of Psychology and Special Education, entitled “Professional Profile of a Special Education Teacher in the Context of Ensuring the Quality of Inclusive Education”, was approved (registration number: 0121U112869; implementation period: 2021–2026).

The research findings were presented by Olena Valeriivna Martynchuk, head of the research project, Head of the Department of Special Education and Inclusion, Doctor of Science in Education, Professor.

The research project was implemented in five stages.

At the first stage, professional profiles of special education teachers in other countries, including relevant professional standards and functional responsibilities, were analyzed. Classifications and standard professional requirements for special education teachers were systematized; their competencies were described in a structured manner according to proficiency levels; and current developments and future prospects concerning their areas of responsibility, tasks, and working conditions were identified.

At the second stage, a professional profile and a model of professional practice for a special education teacher were developed. The model encompasses technical requirements, workflow management mechanisms, approaches to collaboration with colleagues, resource needs, and professional methodology.

At the third stage, the conceptual foundations and implementation mechanisms for the professional activities of a special education teacher were identified. An algorithm and the conditions required for the work of special education teachers in support of inclusive education in Ukraine were developed, providing clearly defined guidelines for professional practice in educational institutions.

At the fourth stage, the professional duties of a special education teacher were defined, and organizational, instructional, and methodological support for their professional activities was developed.

At the fifth and final stage, quality criteria for the professional activities of special education teachers were developed, along with a methodology for evaluating their professional performance against these criteria.

During the implementation of the research project:

1. The concept of “staffing for interdisciplinary support of persons with special educational needs” was defined and theoretically substantiated.
2. A Professional Profile of a Special Education Teacher as an Expert (Manager) in Inclusive Education was developed. The profile describes a professional capable of performing effectively at different levels of education, including in early intervention settings, preschool education institutions, and general secondary education institutions. This profile supports continuity in the provision of interdisciplinary and interagency assistance to children with special educational needs.
3. A theoretical and methodological model (construct) of effective interdisciplinary support for persons with special educational needs, coordinated by a special education teacher, was developed.
4. Evidence-based criteria for monitoring and evaluating the quality of special education teachers’ professional activities were developed to support the provision of a high-quality educational process for persons with special educational needs.

During the implementation period of the research project, the following research outputs were published:

• 87 articles in professional academic journals classified as Category B;
• 15 articles in journals indexed in the Scopus and Web of Science scientometric databases;
• 3co-authored monographs published by Routledge and Springer/Palgrave;
• 146 conference abstracts co-authored with students.

The results of the research project were presented at 23 international conferences and 27 national conferences.

A partnership network was established at both international and national levels. At the international level, partnerships were developed with:

• Häme University of Applied Sciences (HAMK), Republic of Finland;
• Nord University, Kingdom of Norway;
• The Maria Grzegorzewska University, Republic of Poland.

At the national level, cooperation was established with:

• International Institute for Inclusion;
• Ukrainian Institute of Education Development;
• Mykola Yarmachenko Institute of Special Pedagogy and Psychology of the National Academy of Educational Sciences of Ukraine;
• the All-Ukrainian Step by Step Foundation;
• inclusive resource centers and educational institutions in the city of Kyiv.