Inclusive education in armenia

Robert Stepanyan, Minister of Education and Science RADushanbe, August 2, 2013

2001-20131991-2000

- Medical model of special education

- Pilots on integrated education

- Practically no understanding about inclusive education

- Special schools were the primary option for children with disabilities

- Nearly 100 inclusive schools with over 2500 children with special education needs

- A reduced number of special schools from 40 to 23

- Increased understanding about social model of disability

- Mobilization of the civil society and common acceptance of the principles of inclusive education.

From idea to grassroots

Introduction of the concept of

Inclusive Education by

UNICEF

Capacity Building of National

Organizations

Grassroots pilots in selected

schools

Model Schools and Community

Centers

National Discussion and Policy DialogueIntroduction of

Law on Education of Children with

SEN in 2005

Creation of Budget Line for

Inclusive education

(addition per capita funds for SEN children)

Creation of Special

Education Needs

Assessment Procedure

Development of a Unified Curriculum

Development of Inclusive Teaching

Modules for Teacher Training

Introduction of Inclusive

Education Courses in Pedagogical

Universities

Amendments to the Law on

Education marking a shift

towards making all

schools inclusive

From grassroots to policy

- Instead of a limited number of schools eligible for additional financings for SEN students, designated inclusive education funding was allocated to all schools in the region to hire teacher’s assistants or special education teachers.

- The lessons learned experience will be used in replicating the model in other regions.

Policy scale-up: Tavush region pilot

Advocating for inclusive education at the grassroots level with community involvement is very important in the change process.

However, in the long run, the process of reforming one school at a time is slow and ineffective, and should be replaced by system reforms.

Inclusive education is a key component of social inclusion of persons with special needs, which implies a shift in the attitude of the whole society, and involves health and social protection services. Only through inter-sectoral cooperation the State can fulfill the compact with its citizens, ensuring the support to the most vulnerable categories.

Lessons learned

- Special schools allow for specialized programmes, specialists, special methodologies and small-sized classes.

- Special schools reinforce stereotypes, spur stigmatization, offer limited possibilities and hinder the social inclusion of children with disabilities.

- Children’s right to grow up in the family is often undermined since special schools are limited in number and geographic locations and children have to stay away from families (all special schools in Armenia have residential facilities).

The disadvantage of Special schools

TRANSFORMATION OF SPECIAL SCHOOLS IS AN ESSENTIAL STEP IN BUILDING AN INCLUSIVE EDUCATION SYSTEM

Scientific-Pedagogic Centers/ Resource Teams Development of specialized services for children Development of didactic materials and methodologies Trainings for special teachers Mainstream teacher training, mentoring and guidance Provision of special education services in mainstream

schools Special education needs assessment Support to families

Redefinition of Roles for special schools

Financing mechanism• Sector – to –sector budget transfers• National level to community budget transfers• Definition of funding mechanism for services

provision

Insufficiently developed social services • Case management practice in incipient stage• Lack of alternative care options

Weak cooperation frameworks• Decentralizing services that used to be provided

in one place requires strong coordination

Constraints to deinstitutionalization

Special schools and institutions◦ Professional resistance and vested interests◦ Fear of loss of financing (per capita)◦ Fear of loss of jobs

Mainstream Schools• Lack of teacher capacity and resources• Discriminatory attitudes from teachers and parents and

community in general

Families• Difficulty to raise their children in the families• Fear of discrimination and social pressure

Resistance to deinstitutionalization

Planning and creation of alternative services

Reallocation of financial, human and capital resources from special schools to new services, and mobilization of new resources as necessary

Reprofiling of staff Individual reunification plans for children,

with a thorough assessment of available resources and the involvement of social protection services, in the best interest of children

Transformation plans for special schools

Discrimination against children with special needs. Inconsistency in legislation. Weak coordination between education, health and

social protection services. Lack of community based services for children with

special needs. Low accessibility of school infrastructure and other

services Teachers are not sensitized and trained. Special education needs assessment is not in line with

ICF. Insufficient budget allocations to cover the transition

costs of special school transformation and provision of all necessary services.

Challenges

• Adopting one common law on education

•Out-of-School Children Tracking and Referral Mechanism

• Revision of Special Education Needs Assessment Procedure (ICF-CY)

• Transformation of special schools to resource teams to support inclusive education

Addressing challenges: Future Steps

a society including children with disabilities is a better society for all