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

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