FROM SCHOOLS TO SYSTEMS

THE EVOLUTION OF INCLUSIVE EDUCATION IN ARMENIA

Ministry of Education and ScienceNew York, February 6, 2013

1991-2000- Medical Model of Disability

- Practically no understanding about inclusive education

- Special schools were the primary option for children with disabilities (CwD)

-Nearly 100 inclusive schools with over 2500 children with special education needs (SEN)-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.

2000-2013

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

FROM GRASSROOTS TO POLICY

National Discussion and Policy Dialogue

Introduction of Law on

Education of Children with

Special Education Needs

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

POLICY SCALE-UP: TAVUSH REGION PILOT• 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.

LESSONS LEARNED• Advocating for inclusive education at the grassroots level

with community involvement is very important in the change process. Showcasing model schools and the success stories are important strategies for gaining the strong support and fostering ownership of policymakers and key stakeholders.

• 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 can the State ensure the support to the most vulnerable groups.

THE DISADVANTAGE OF SPECIAL SCHOOLS

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

• However, 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.

REDEFINITION OF ROLES FOR 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

CONSTRAINTS TO DE-INSTITUTIONALIZATIONFinancing 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

RESISTANCE 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

TRANSFORMATION PLAN

Transformation plans for special schools

• 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

Failure to plan is planning to fail!!!

CHALLENGES• Discrimination against children with disabilities

• Inconsistency in legislation.

• Weak coordination between education, health and social protection services in providing comprehensive response to the different needs of the child.

• Lack of community based services for children with disabilities.

• Low accessibility of school infrastructure and other services

• Teachers are not sensitized and trained.

• Lack of special education professionals, especially in rural areas

• Special education needs assessment process is in disconnect from disability assessment, and is not in line with the WHO International Classification of Functioning – Children and Youth (ICF-CY).

• Insufficient budget allocations to cover the transition costs of special school transformation and provision of all necessary services.

ADDRESSING CHALLENGES: FUTURE STEPS

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

A SOCIETY INCLUDING CHILDREN WITH DISABILITIES IS A BETTER SOCIETY FOR ALL