MECHANISMS OF PUBLIC-LEGAL ADMINISTRATION OF EDUCATIONAL ACCESSIBILITY IN THE SPHERE OF PRESCHOOL EDUCATION

Abstract

The article provides a comprehensive analysis of the mechanisms of public-legal administration of educational accessibility in the field of preschool education in the context of the transformation of state educational policy and the implementation of international standards for ensuring human rights. It is substantiated that ensuring the accessibility of preschool education is a component of the implementation of the fundamental right to education and one of the key areas of state policy in the field of inclusion, which requires systematic regulatory, institutional and financial support. The national legislation of Ukraine in the field of education, social protection of persons with disabilities and the creation of a barrier-free space, as well as international and European documents that define standards for the accessibility of early and preschool education, in particular the approaches of Early Childhood Education and Care (ECEC) systems and practices for the development of inclusive preschool education in the countries of the European Union, are analyzed. It has been established that the modern model of public-legal administration of educational accessibility is characterized by a multi-level regulatory structure, however, its practical implementation in the field of preschool education remains insufficiently effective due to limited resources, uneven funding and insufficient coordination between public administration entities. Based on the results of an empirical study conducted among preschool education institutions in Ukraine, systemic problems of resource provision of an inclusive educational environment have been identified, which are manifested in the lack of special educational materials, insufficient physical accessibility of buildings, a shortage of teacher assistants, psychological support and aids for children with special educational needs. It has been proven that the existing gap between the normative guarantees of the right to education and the actual possibilities of their implementation indicates the existence of a structural mismatch between functions and resources in the public administration system. The need to improve the mechanisms of public-legal administration of educational accessibility is substantiated by legislatively defining minimum standards for resource provision of an inclusive educational environment, introducing targeted financing of accessibility measures, strengthening institutional control and integrating accessibility assessment into procedures for state supervision of the activities of educational institutions. It is concluded that the further development of the preschool education system should be carried out on the basis of universal accessibility, interdepartmental coordination and harmonization of national legislation with European standards of quality and inclusiveness of education.