Special education today in the Ukraine is dramatically different than its early origins which stressed communal guardianship for persons with disabilities to its current movement to inclusive education. The journey to inclusive education was inconsistent due to a variety of elements such as the collapse of the Russian Monarchy, a series of different governments and social-political structures, World War II and membership in the USSR which stressed a unification of the education system. However, special education professionals who worked at the Special Education Pedagogy Institute of the National Academy of Pedagogical Sciences continued to research and develop a philosophical instructional framework to educate students with disabilities that includes theoretical and practical aspects of inclusive education. This chapter provides a detailed description of this framework as well as prevalence and school placements aspects, classification and assessment parameters, and the impact of legislation for free public education. The chapter concludes with challenges to inclusive education such as attitude modification, infusing necessary teacher instructional strategies, and the incorporation of best practices from special education to regular education settings. [Translated by Tetiana Klekota. For the complete volume, "Special Education International Perspectives: Practices across the Globe. Advances in Special Education. Volume 28," see ED608105.]