This paper focuses on the leadership aspects of education. Specifically, it analyses the statistical indicators of the number of people with special educational needs in Ukraine divided by certain areas. The paper starts with an introduction that outlines specifics of inclusive education in the Ukrainian society. Then, the paper analyses and reports the results of the survey of secondary school teachers in Lviv and Lviv oblast with the definition of their level of inclusiveness awareness, attitude towards this process and inclusive class experience. Our results reveal the inadequate level of communication between state authorities, specialists, parents and the general public in the educational environment. Moreover, we determine the key benefits of inclusion for all participants in the inclusive education process. Finally, the paper proposes the approaches to overcoming individual barriers in communications in the inclusion field.
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