Parents’ assessment of the accessibility of educational institutions for children with autism spectrum disorders in Belarus

Context and Relevance. Ensuring the accessibility of educational institutions for students with special educational needs is based on the principle of inclusion. Accessibility is defined by the maximum possible inclusion of the student in the educational process and social interaction, as well as the satisfaction of their educational needs. Objective. To assess the level of accessibility of educational institutions in the Republic of Belarus for students with autism spectrum disorders (ASD). Methods and Materials. The study analyzed data from a national survey on the accessibility of preschool and general secondary education institutions for students with special educational needs in the Republic of Belarus, conducted in 2025. The study involved 1,887 parents (legal representatives) of preschool and school-age students with ASD. Accessibility was considered as a combination of components: organizational, substantive and methodological, financial (material), territorial, socio-psychological, and informational. The main research method was a questionnaire survey. The questionnaire items assessed the criteria and indicators for each component of educational institution accessibility. Evaluations were made using a three-point scale corresponding to critical, basic, and optimal levels of accessibility. Results. Parents of students with ASD frequently rated the accessibility of educational institutions for their children as optimal: from 46.2% to 66.9% depending on the specific accessibility component. Statistically significant differences were found in the levels of accessibility between preschool and general secondary education institutions, as well as in the levels of individual accessibility components for students with ASD. Every eighth respondent indicated an unacceptable level of territorial accessibility, and every tenth indicated unacceptable organizational and financial accessibility. Conclusions. The lowest accessibility ratings were given to the territorial, financial, and organizational components. Preschool education institutions were found to have higher accessibility levels compared to general secondary education institutions. Further analysis is needed to identify and address the factors that reduce the accessibility of educational institutions.

1. Абанкина, И.В., Филатова, Л.М. (2018). Доступность дошкольного образования. Вопросы образования, 3, 216—246.
   https//doi.org/10.17323/1814-9545-2018-3-216-246
   Abankina, I.V., Filatova, L.M. (2018). Accessibility of Preschool Education. Educational Studies Moscow, 3, 216—246. (In Russ.). https//doi.org/10.17323/1814-9545-2018-3-216-246
2. Алехина С.В., Мельник Ю.В., Самсонова Е.В., Шеманов А.Ю. (2020а). К вопросу оценки инклюзивного процесса в образовательной организации: пилотажное исследование. Психолого-педагогические исследования, 11(4), 121—132. https//doi.org/10.17759/psyedu.2019110410
   Alekhina S.V., Mel’nik Yu.V., Samsonova E.V., Shemanov A.Yu. (2020a). Psychological-Educational Studies, 11(4), 121—132. (In Russ., abstr. in Engl.). https//doi.org/10.17759/psyedu.2019110410
3. Алехина С.В., Мельник Ю.В., Самсонова Е.В., Шеманов А.Ю. (2020б) Экспертная оценка параметров инклюзивного процесса в образовании. Клиническая и специальная психология, 3(2), 62—78. https//doi. org/10.17759/cpse.2020090203
   Alekhina S.V., Mel’nik Yu.V., Samsonova E.V., Shemanov A.Yu (2020b). Expert assessment of the parameters of the inclusive process in education. Clinical Psychology and Special Education, 3(2), 62—78. https//doi.org/10.17759/ cpse.2020090203 (In Russ., abstr. in Engl.)
4. Алехина С.В., Мельник Ю.В., Самсонова Е.В., Шеманов А.Ю. (2021). Оценка инклюзивного процесса как инструмент проектирования инклюзии в образовательной организации. Психологическая наука и образование, 2S(5), 116—126. https://doi.org/10.17759/pse.2021260509
   Alekhina S.V., Mel’nik Yu.V., Samsonova E.V., Shemanov A.Yu. (2021). Assessment of the inclusive process as a tool for designing inclusion in an educational organization. Psychological Science and Education, 2S(5), 116—126. https://doi. org/10.17759/pse.2021260509 (In Russ., abstr. in Engl.).
5. Долгая, О.И., Тагунова, И.А. (2019). Доступность качественного образования для всех как мировая тенденция в общем образовании. Школьные технологии, 1, 3—10.
   Dolgaya, O.I., Tagunova, I.A. (2019). The availability of quality education for all as a global trend in general education. Journal of School Technology, 1, 3—10. (In Russ.).
6. Епихина, Ю.Б., (2009) Исследования неравенства в образовании в современной российской социологии. Вестник Российского университета дружбы народов, серия: социология, 4, 73—85.
   Epihina, Y.B. (2009) Research on inequality in education in contemporary Russian sociology. RUDN Journal of Sociology, 4, 73—85. (In Russ.).
7. Калачев, А.В. (2021). Проблема доступности образования в современной России. Известия ВГПУ, 5, 17—21.
   Kalachev, A.М. (2021). The issue of availability of education in the modern Russia. Ivzestia of the Volgograd State Pedagogical University, 5, 17—21. (In Russ.).
8. Конвенция о правах инвалидов. URL: https://www.un.org/ru/documents/decl_conv/conventions/disability.shtml (дата обращения: 05.01.2025).
   Convention on the Rights of Persons with Disabilities. (In Russ.). URL: https://www.un.org/ru/documents/decl_conv/ conventions/disability.shtml (viewed: 05.01.2025).
9. Константиновский, Д.Л. (2010). Неравенство в сфере образования: российская ситуация. Мониторинг общественного мнения: экономические и социальные перемены, 33(5), 40—60.
   Konstantinovsky, D.L. (2010). Inequality in Education: The Russian Situation. Monitoring of Public Opinion: Economic and Social Changes, 33(5), 40—60. (In Russ.).
10. Новиков, А.М. (2012). Оценка доступности образования. Отечественная и зарубежная педагогика, 5. 11—14. URL: https://cyberleninka.ru/article/n/otsenka-dostupnosti-obrazovaniya (дата обращения: 05.01.2025).
    Novikov, A.M (2012). Assessment of accessibility of education. Russian and foreign pedagogy, 5. 11—14. (In Russ.). URL: https://cyberleninka.ru/article/n/otsenka-dostupnosti-obrazovaniya (viewed: 05.01.2025).
11. Об изменении Кодекса Республики Беларусь об образовании: Закон Республики Беларусь от 14.01.2022. № 154-З. URL: https://pravo.by/document/?guid=12551&p0=H12200154&p1=1 (дата обращения: 05.01.2025).
    On Amendments to the Code of the Republic of Belarus on Education: Law of the Republic of Belarus dated 14.01.2022. |no. 154-З. (In Russ.). URL: https://pravo.by/document/?guid=12551&p0=H12200154&p1=1 (viewed: 05.01.2025).
12. Образование в Республике Беларусь: статистический буклет. (2024). Национальный статистический комитет Республики Беларусь. URL: https://www.belstat.gov.by/ofitsialnaya-statistika/publications/izdania/public_ brochures/index_99834/ (дата обращения: 05.01.2025).
    Education in the Republic of Belarus: statistical booklet. (2024). National Statistical Committee of the Republic of Belarus. (In Russ.) URL: https://www.belstat.gov.by/ofitsialnaya-statistika/publications/izdania/public_brochures/ index_99834/ (viewed: 05.01.2025).
13. Прохода, В.А. (2020). Доступность образования как детерминанта оценки населением состояния национальной образовательной системы. Социодинамика, 7. 39—50. URL: https://nbpublish.com/library_read_article. php?id=33392. https//doi.org/10.25136/2409-7144.2020.7.33392
    Prokhoda, V.A. (2020). Availability of education as a determinant for public assessment of the state of national system of education. Sociodynamics, 7. 39—50. (In Russ.). URL: https://nbpublish.com/library_read_article.php?id=33392. https//doi.org/10.25136/2409-7144.2020.7.33392
14. Рейтинг стран мира по Индексу уровня образования. URL: https://gtmarket.ru/ratings/education-index (дата обращения: 05.01.2025).
    Ranking of countries by Education Index. URL: https://gtmarket.ru/ratings/education-index (viewed: 05.01.2025).
15. Хитрюк, В.В., Феклистова, С.Н., Лемех, Е.А., Строгая, Ю.В., Кутыш, А.З. (2025). Доступность учреждений образования для обучающихся с особенностями психофизического развития: методология и инструментарий исследования. Адукацыя i выхаванне, 338(2), 33—41.
    Khitruk, V.V., Feklistova, S.N., Lemekh, E.A., Strogaya, Y.V., Kutysh, A.Z. (2025). Accessibility of educational institutions for students with special psychophysical development needs: research methodology and tools. Education and upbringing. 338(2), 33—41.