- Біланова, О. (orcid.org/0000-0002-8010-0700) (2026) Development of Ukrainian Sign Language in Special Education Exceptional child: teaching and upbringing, 2 (122). pp. 41-61. ISSN 2312-2781
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Abstract
The article highlights the course, key issues and results of the All-Ukrainian scientific and methodological seminar “From educational dream to pedagogical practice: development of Ukrainian sign language in special education”, which took place on April 23–24, 2026 on the basis of the Municipal Educational Institution “Kryvyi Rih Special School “Suzir’ya” of the Dnipropetrovsk Regional Council”. The event brought together more than 70 leading scientists, teacher practitioners, translators and representatives of public organizations (Central Board of the Ukrainian Society of the Deaf, “Association of Deaf Teachers”, “Osvitoria”, etc.) with the aim of consolidating efforts to build a barrier-free and linguistically accessible educational environment in Ukraine. Central attention is paid to the status of Ukrainian Sign Language (USL) as a fundamental tool for communication, learning and sociocultural identification of deaf students. The goal is to highlight the results, progress and key achievements of the event. Methods: scientific and theoretical methods (strategic planning, modeling, design, terminological analysis, unification, generalization of pedagogical experience), empirical methods that are implemented directly into the educational process (pedagogical experiment, observation, analysis of pedagogical experience, analysis of activity results, method of socio-pedagogical interaction, method of professional exchange and expert assessment). Results: in the context of Ukraines European integration course, the need to implement a holistic Strategy for the formation of sign language policy in education, based on the principles of evidence-based pedagogy, minimum standards for sign languages, is substantiated; practical innovations and original methods of leading specialists in the field of special education were analyzed (in particular, the experience of Olga Bilanova, winner of the Global Teacher Prize Ukraine 2025 in the quotInclusivityquot; nomination, regarding the systematic teaching of Ukrainian sign language and the development of model curricula and manuals for grades 5–10 in co-authorship with Laura Ivashchenko and Serhiy Dyakiv was highlighted); ways to overcome the terminological deficit in Ukrainian sign language were outlined through the development and verification of the Subject Sign Language; (the experiment is designed for 2025–2029), as well as the use of adapted linguistic terminology that takes into account the specifics of the morphology of the visual-spatial system compared to verbal language; modern technological trends in sign language education are considered, in particular the integration of artificial intelligence and digital services for generating visual materials and exercises, creating interactive content and manuals with system QR codes; the challenges of special institutions in martial law, the adaptation of children-migrants abroad and the experience of maintaining continuity of education are recorded. The material has high practical value for methodologists, sign language teachers, scientists and managers in the field of inclusive and special education.
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