Armenia has made strides towards inclusive education, but challenges remain as the country works towards implementing universal inclusion in its general education system by 2025.
As of July 1, 2023, the Statistical Service of Armenia reported 9,000 children with disabilities in the country. To address this, the Armenian National Assembly passed amendments to the law “On General Education” on December 1, 2014, aiming to transition to inclusive education by August 1, 2025.
The Ministry of Education, Science, Culture, and Sports affirmed that all schools in Armenia are currently implementing inclusive education. However, concerns persist among parents and teachers regarding the effectiveness of this system. Many argue that children with disabilities often do not receive equal educational opportunities due to a lack of accommodations, insufficient staff training, and inadequate awareness.
Shoghik Yesayan, a teacher with over 30 years of experience in Yerevan, highlighted the challenges faced in inclusive classrooms. Despite efforts to integrate disabled children, barriers such as social acceptance and insufficient support persist.
The establishment of the “Regional Pedagogical-Psychological Center” aimed to address these challenges by providing specialized education and support services. However, shortcomings in implementing Individual Education Plans (IEPs) and multidisciplinary support teams have been noted.
Psychologist Anna Aleksanyan emphasized the importance of changing societal attitudes towards disabilities. While progress has been made, she stressed the need for comprehensive support systems, including speech therapists, to ensure inclusive education’s success.
Parental involvement is also crucial, as noted by Agapi Yeghiazaryan, who faces challenges in accessing adequate support for her intellectually disabled son. Despite separate specialists working with him, concerns remain about the quality of care and support provided.
Despite these challenges, organizations like the NGO “We Can” are contributing positively by promoting employment opportunities for young people with disabilities and developing educational tools approved by the Ministry of Education.
Armine Sahakyan, the director of “We Can,” shared her personal experience, emphasizing the importance of recognizing individual strengths and adapting teaching methods accordingly. She highlighted her son’s success in an inclusive educational environment and stressed the need for continued efforts towards inclusivity.
While Armenia has made progress towards inclusive education, addressing remaining challenges requires concerted efforts from stakeholders at all levels to ensure equal opportunities for all children.
