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