INCLUSIVE EDUCATION FOR CHILDREN WITH SPECIAL
INCLUSIVE EDUCATIONFOR CHILDREN WITH SPECIALEDUCATIONAL NEEDS IN ALBANIABest PracticesTirana, 2017
INCLUSIVE EDUCATION FOR CHILDRENWITH SPECIAL EDUCATIONAL NEEDS IN ALBANIABEST PRACTICESBEST PRACTICES - Inclusive Education for Children with Special Educational Needs in AlbaniaExpertMerita PONITirana, 2017This publication is supported by Save the Children.Save the Children believes every child has a future. Around the world and in Albania, we give childrena healthy start in life, the opportunity to learn and protection from harm. We do whatever it takesfor children – every day and in time of crises – transforming the life and the future we share.This report on best practices was produced in the framework of the project Inclusive Education forChildren with Special Educational Needs in Albania, financed by the Italian Agency of Cooperation forDevelopment implemented by Save the Children Albania in partnership with MEDPAK Associationand in collaboration with the Ministry of Education and Sport.The author’s views expressed in this publication do not necessarily reflect those of Save the Children. All Rights Reserved. The content of this publication may be freely used or copied for noncommercial purposes, provided that any such reproduction is accompanied by acknowledgment ofthe organisations, mentioned above, as a source.
ACKNOWLEDGMENTSThe Expert would like to thank to all those who contributed to the compilation of this report on field,in 7 regions, in particular Medpak staff, as well as all of them who contributed to this manual withcomments, suggestions and technical advice.Many thanks go to Save the Children team for their diligent work in contributing to the implementationof the rights of children with disabilities and learning difficulties, in particular Mr. Cristiano Agostiniand Mrs. Dhurata Nixha.
TABLE OF CONTENTSExecutive Summary08PART A: CONTEXT OF STUDYBEST PRACTICES - Inclusive Education for Children with Special Educational Needs in AlbaniaSection I: Rationale of the Study 08Purpose of the Study09Findings10About the project 12Methodology13Section II: Theoretical Overview of Inclusive Education 18Definitions18Broader meaning19SEN and Disability20From special to Inclusive Education 21Section III: Legal and Policy Framework 24Current situation 24International standards 27Domestic legislation and policy28PART B: GOOD PRACTICES IN INCLUSIVE EDUCATIONSection IV: Good practices at the legal and policy level 40Law on Pre-University Education40Normative Provisions 41Law on Inclusion and Accessibility of PwD41Support to MoES43Section V: Good practices for access to education46Identification process46School enrolment 47Training of Assessment Commissions at RED/EO level48Training parents50Improving learning outcomes51Removing architectural barriers51Monitoring access52Section VI: Good practice for the quality of Inclusive Education 53RED/EO role and RED/EO multidisciplinary commissions 53Relevance of categorization53ICF instrument57RED/EO recommendations for school commission57Supportive teacher58Monitoring child education59Spreading good practices60Supportive teachers experience exchange63RED/EO psychosocial service64RED/EO cooperation with stakeholders65School practices65Role of school principal66Inclusion of CwD in the learning process68IEP and school commissions68Resource rooms 70Index for Inclusion 72School psychosocial service76In-service teacher training77Monitoring teachers’ class work79Teachers work for Inclusive Education81Supportive teacher role in IEP implementation83Pre-service teacher training86Inclusion in classroom89Kindergarten practices 90Section VII: Good practices of community participation92Parents’ role92Community services provision94School activities97Section VIII: Recommendations 99Bibliography 104Annexes 106
LIST OF ACRONYMSCBS Community Based ServicesCBR Community Based RehabilitationCSO Civil Society OrganisationCwD Children with DisabilityEFA Education for AllEMIS Education Management Information SystemsEU European UnionGoA Government of AlbaniaICF International Classification of Functionalities and DiseasesIE Inclusive EducationIEP Individual Education PlanMoES Ministry of Education and SportMoH Ministry of HealthMoI Ministry of InteriorMoSWY Ministry of Social Welfare and YouthNGO Non-Governmental OrganisationsPwD Person with DisabilitiesRED/EO Regional Education Directories/Education OfficesSDG Sustainable Development GoalsSP Supportive TeacherUN United NationsUNCRC United Nations Convention on the Rights of the ChildUNCRPD United Nations Convention on the Rights of Persons with DisabilitiesUNESCO United Nation Educational Scientific and Cultural OrganisationWHO World Health Organisation
BEST PRACTICES - Inclusive Education for Children with Special Educational Needs in Albania
EXECUTIVE SUMMARYBEST PRACTICES - Inclusive Education for Children with Special Educational Needs in AlbaniaAlbania has made remarkable progress regarding legislation and policies for Inclusive Educationand is developing positive practices in cooperation with non-government parties. The primaryand secondary legislation is being implemented, and an infrastructure of laws implementation isstill being worked out. The Law on Pre-University Education approved in 2012, the NormativeProvisions of 2013 and the Strategy of Pre- University Education 2014-2020 compose the policyframework of Inclusive Education. The law on Accessibility and Inclusion of PwD and NationalDisability and Action Plan 2015-2020 add to the Inclusive Education policy and reinforce thegovernment commitment to achieving Inclusive Education in mainstream education. However,policies and laws implementation is questionable and requires an in-depth analysis. According torecent data, 30% of children with disabilities of 6-18 years old are out of school.The annual budget allocation to education of CwD is 1.2%. In the target regions of the project,namely: Burrel, Peshkopi, Durrës, Elbasan, Korça, Vlora and Gjirokastra, only 15% of CwD thatattend primary school have a supportive teacher and only 6.5% of them have been assessed bythe RED/EO multidisciplinary commissions1. Schools and kindergartens are inaccessible due toinfrastructural barriers and lack of didactic materials adapted to their needs. Public institutions atcommunity level lack cooperation which leads to a shortage of rehabilitation services at communitylevel. Public health, social and educational services do not cooperate on institutional basis for amultidisciplinary professional assessment of CwD based on bio-psychosocial model. Parents arereluctant to expose their children to the community, out of fear of stigma and bullying.To contribute to the promotion of Inclusive Education in Albania, during 2014-2017, Save theChildren has carried out the project “Inclusive Education for children with special educational needsin Albania” in cooperation with the local NGO MEDPAK.The project aimed at improving policy andpractice in Inclusive Education by cooperating with stakeholders that work for education. Owingto project implementation, 28 public educational institutions, in particular 14 kindergartens and14 schools, have been supported to develop Inclusive Education practices. The project developedidentification, assessment and support mechanisms for inclusive education. A database has been setup to be used by educational institutions to identify and follow the educational progress of childrenwith special educational needs.The project trained 84 members of RED/EO multidisciplinary commissions on ICF-CY and 577teachers and 132 supportive teachers on inclusive didactics. As a result, 401 CwD have beenincluded into regular education system and 100% of them have been assessed by RED/EOcommissions and supported by school commissions through an IEP. A package of instruments forassessing neurodevelopmental problems of 5-10 year old pupils based on international evaluationstandards and IEP model and guidelines are available for RED/EO and school commissions. Morethan 70% of target institutions reconstructed by the project are fully accessible with ramps andrefurbished interiors.With the support of Bologna University, the Universities of Korça and Elbasanhave revised their curricula on education and designed a master programme for teachers with aminor profile in supportive teacher. The awareness-raising campaigns have reached an audience of7000 children and 4700 parents in six regions.8
SECTION I: RATIONALE OF THE STUDYPurpose of the studyThe purpose of this study is to provide an overview of the best practices in Inclusive Education, aimingto inform stakeholders on the current status of Inclusive Education in Albania, explore the contextualfactors which affect implementation of inclusive practices, and provide recommendations of practicalsteps for improving Inclusive Education programmes in the country. Inclusive Education is not a shorttime programme; it is a process and takes time to be implemented. Inclusive Education is the bestalternative for all children, whilst for children with disabilities and learning difficulties it is a necessity.It brings them to the common setting of learning with other children and boosts their academicresults, social skills and self-confidence (Save the Children, 2010). In Albania, policies and legislation onInclusive Education have made significant progress. Currently, Save the Children is investing in policy andlegislation implementation by supporting inclusive practices. The local NGO, MEDPAK, has mobilisedparents to voice their concerns about children’s schooling in regular schools.This study presents the best practices achieved by the project “Inclusive Education of the children withspecial educational needs in Albania” financed by the Italian Agency of Cooperation for Development,implemented by Save the Children in partnership with MEDPAK Association and in collaboration withMinistry of Education and Sport during 2014-2017. It explores the good practices in three directions: (i)access of children with special educational needs in regular education; (ii) quality of Inclusive Educationin public educational institutions (schools & kindergartens); (iii) participation of community membersand local authority in the promotion of inclusive practices in schools and community.Access to education explains the practices established to increase access to regular system, such as:early identification, school registration, school attendance, school retention, reduction of drop-outsand removal of architectural barriers from kindergartens and schools. The practices about the qualityof education provide information on: assessment procedures, IEP, support learning at school, teachersprofessional development, pre-service teacher training, provision of supportive teacher, school selfevaluation on the pillars of index for inclusion, role of special schools and curriculum development.Community participation provides practices on cooperation of schools with stakeholders at communitylevel, such as: parents, local institutions, CSOs and service providers. They inform on communityengagement in outreaching public awareness-raising campaigns, community based services that supportinclusion, relation to school services, and inclusion in community life.Inclusive practices are developed at school and community level. Policies and legislation on educationof children with special educational needs, developed by MoES are under implementation phase. At thelocal level, cooperation among stakeholders has widened assess of CwD to mainstream education. Thenew practices in Inclusive Education need to be endorsed and replicated by MoES nationwide. InclusiveEducation policies have a solid foundation to lay on the already existing good practices.9
Summary of findingsBEST PRACTICES - Inclusive Education for Children with Special Educational Needs in AlbaniaThere is a wealth of good practices in Inclusive Education at different levels of policy and practice.At policy level, Albania has already incorporated international standards on education, includingUNCRC and UNCRPD.The international EFA and SDG guidelines guide the country’s policymakingprocess on education. Furthermore, membership to the Council of Europe and aspiration to joinEU has driven the government to adapt legislation and policies with those of European countries.The policy and legislation framework provide a framework for Inclusive Education that pavesthe path towards inclusion. However, the gap between policies and practice is large enough.Inclusive Education programme is hampered by shortage of funds. Despite difficulties, efforts fordevelopment of inclusive practices are promising. Progress depends on concerted interventionstaken by government and local institutions.Access of CwD to regular education system has increased due to cooperation between schoolsand local actors. The identification of CwD is carried out by schools and RED/EO psychosocialservice that cooperate with municipal agencies, health services, and social service. Schools identifychildren with special educational needs when they go to be enrolled for the first time at school.Teachers inform the school principal on CwD and the latter sends the documentation to RED/EO Commission for assessment. Information on the number of CwD in the regular educationsystem is inserted to a database that provides accurate statistics for schools. Access has increasedby removing architectural barriers of school’s infrastructure: 21 institutions are accessible due toinvestment on infrastructure. Inclusive practices at pre-primary and primary levels of educationcontribute to early identification, intervention and access of CwD to regular education system.Inclusion at early childhood increases social adjustment and learning attainment. Parents havesupported these initiatives. Access to higher post-compulsory education levels remains limited ashigh schools lack professional capacity and experience with IEP.Provision of quality education begins with the assessment procedure of the RED/EOmultidisciplinary commissions. The project has developed the assessment skills of multidisciplinaryOverall Goal: Promoting iclusive education in childrenSEN Indicator 1: increase by 20%Indicator 2: Reduction of the national rate ofschool drop out of CWDsSpecific Objective: CwD inclusion in 6 regionsIndicator: Increase from 59 to 200Expected result 1:Improved accessIndicator 1.1:increase by 50%Indicator 1.2:CWDs with IEPincrease by 50%10Expected result 2:Improved qualityIndicator 2.1:60% improve academicresultsIndicator 2.2: CWDswho repeat academicyear will decrease by 50%Indicator 2.3: 70% ofuniversity students, in-serviceteachers involved in trainingExpected Result 3:communities developinclusive cultures &practicesIndicator 3.1:communication campaign thatreaches at least 20% of populationIndicator 3.2:schools respond to 20% ofcomplaints on discrimination& lack of inclusive services
commissions. Disability is assessed through the ICF instrument. RED/EO commissions providerecommendations to schools.Assessment with ICF instrument is an important mechanism for inclusion,as it takes into accounts the student’s functional difficulties which may affect the student’s abilities forlearning. The school principal sets-up the school commission for CwD and appoints the members.The RED/EO commissions recommends the need of an IEP for each CWD , whereas the schoolcommission designs it together with teachers (primary, subject and supportive teacher) and schoolpsychosocial team (which heads the commission), which is a document approved by school principal.Parents participate in IEP compilation, as well. IEP is the main mechanism for the provision of adaptedcurriculum to CwD. IEP has objectives on learning and socialisation. It is provided at the beginningof the school year, and assessed at the end of each semester. Teachers are trained on disability andother special educational needs, such as learning difficulties. They identify the learning difficulties withdifferent instruments learnt during training sessions, such as observation and use of check-lists.Teacherprofessional training on Inclusive education is provided by Korça and Elbasan University centres. Preservice teacher training programmes have been updated and contain modules on inclusive pedagogy.The new master programme in teaching at the University of Korça has a minor profile on supportiveteacher. School principals are trained to use the index for inclusion for the self-evaluation of schools andto draw school inclusive policies/plans/measures incorporated at the mid-term school plans, approvedby RED/EO. Regular schools have established contacts with special schools to promote inclusivepractices. Supportive teachers observe special education practice in special schools and pre-serviceteacher students do internships in special schools to gain practical experience of theory. In relationto quality of education the project has contributed to the improvement of teaching methods andpedagogical skills of in-service teachers. School principals have been assisted to develop school policieswith regard to Inclusive Education and have dedicated space, time, human and material resources to it.Faculties of Education have been assisted to embrace the Inclusive Education philosophy for all theirprogrammes and developing new courses with special focus on the issues related to inclusion of CWD.The faculty staff has been trained to revise and adapt the curriculum both in pre-service and in-serviceteacher’s education.The community participation has increased due to a multitude of local initiatives of InclusiveEducation. Parents have played a decisive role on Inclusive Education at policymaking and practical level.They have given an impetus to the programmes of Inclusive Education and are advocating for childrenrights to education. Schools have carried out awareness-raising activities for promoting inclusiveeducation. Students have been very active in outreach and public awareness-raising campaigns forInclusive Education, as well as local services and CSOs have set up community-based services for CwDand linked them with schools. The project has carried out many awareness-raising activities to raiseawareness of the community on CwD rights. The interventions have contributed to the reduction ofthe level of stigma, discrimination and bullying toward CwD. Furthermore, the project has worked toprotect children with special educational needs, who are at risk of marginalisation and social exclusion,by cooperating with other stakeholders at community level, such as CPU, social services, health servicesand civil society. Inclusion of these children in the system of education is a precursory step towardsfurther inclusion into society.Save the Children, 2017, press notification given at international conference on inclusive education held in 29 May 2017, in TiranaThe term disability in the project refers to the definition of National Strategy for Persons with Disabilities 2004-20015: Persons with disabilities include those, whosephysical, mental, intellectual or sensory impairments, compared with the typical age, last longer than six months and which in interaction with various barriers mayhinder their full and effective participation in society on an equal basis with others.This definition is compatible with UNCRPD and WHO definition of disability.3The project makes reference to the National Strategy of People with Disabilities 2005-20154The Law on Pre-University Education 2012 and the By-Laws (the secondary legislation, especially Normative Provisions of 2013)1211
Project BackgroundIntroductionThe project “Inclusive Education for children with special educational needs in Albania” wasimplemented in 28 pre-university public educational institutions and in 2 Facult
To contribute to the promotion of Inclusive Education in Albania, during 2014-2017, Save the Children has carried out the project “Inclusive Education for children with special educational needs in Albania” in cooperation with the lo
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