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Presentation by Mr. Robert Stepanyan, Head of Division Development Programs and Monitoring, Ministry of Education and Science, Government of Armenia
Presentation by Mr. Robert Stepanyan, Head of Division Development Programs and Monitoring, Ministry of Education and Science, Government of Armenia
Presentation by Mr. Robert Stepanyan, Head of Division Development Programs and Monitoring, Ministry of Education and Science, Government of Armenia
Presentation by Mr. Robert Stepanyan, Head of Division Development Programs and Monitoring, Ministry of Education and Science, Government of Armenia
Presentation by Mr. Robert Stepanyan, Head of Division Development Programs and Monitoring, Ministry of Education and Science, Government of Armenia
Presentation by Mr. Robert Stepanyan, Head of Division Development Programs and Monitoring, Ministry of Education and Science, Government of Armenia
Presentation by Mr. Robert Stepanyan, Head of Division Development Programs and Monitoring, Ministry of Education and Science, Government of Armenia
Presentation by Mr. Robert Stepanyan, Head of Division Development Programs and Monitoring, Ministry of Education and Science, Government of Armenia
Presentation by Mr. Robert Stepanyan, Head of Division Development Programs and Monitoring, Ministry of Education and Science, Government of Armenia
Presentation by Mr. Robert Stepanyan, Head of Division Development Programs and Monitoring, Ministry of Education and Science, Government of Armenia
Presentation by Mr. Robert Stepanyan, Head of Division Development Programs and Monitoring, Ministry of Education and Science, Government of Armenia
Presentation by Mr. Robert Stepanyan, Head of Division Development Programs and Monitoring, Ministry of Education and Science, Government of Armenia
Presentation by Mr. Robert Stepanyan, Head of Division Development Programs and Monitoring, Ministry of Education and Science, Government of Armenia
Presentation by Mr. Robert Stepanyan, Head of Division Development Programs and Monitoring, Ministry of Education and Science, Government of Armenia
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Presentation by Mr. Robert Stepanyan, Head of Division Development Programs and Monitoring, Ministry of Education and Science, Government of Armenia

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Inclusive education in Armenia – lessons learned and next steps …

Inclusive education in Armenia – lessons learned and next steps
From 4th Child Protection Forum in Tajikistan, 2013.

Published in: Education
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  • 1. Inclusive education in armenia Robert Stepanyan, Minister of Education and Science RA Dushanbe, August 2, 2013
  • 2. 2001-2013 - 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.
  • 3. Introduction of the concept of Inclusive Education by UNICEF Capacity Building of National Organizations Grassroots pilots in selected schools Model Schools and Community Centers
  • 4. National Discussion and Policy Dialogue Introduction 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
  • 5. - 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.
  • 6.  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.
  • 7. - 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).
  • 8. 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
  • 9.  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
  • 10.  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
  • 11.  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
  • 12.  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.
  • 13. • 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

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