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