Inclusive Education in Post-Soviet Countries: Based on the Results of an International Survey

On October 20, at the VI International scientific and practical conference 'Inclusive Education and Society: Strategies, Practices and Resources,' a panel discussion Inclusive Education in Post-Soviet Countries: Based on the Results of an International Survey' was held.

During the discussion, the speakers engaged the section participants in the specifics of implementation of inclusive education in post-Soviet countries (Armenia, Kyrgyzstan), and spoke about the problems of using ICT in inclusive education within the context of the COVID-19 pandemic. The panel discussion was opened by Natalya Amelina, Senior National Project Officer in Education, Chief of Unit of Teacher Professional Development and Networking at the UNESCO Institute for Information Technologies in Education. Natalia Amelina's report was focused on the possibilities of using information technologies in inclusive education. Since the coronavirus pandemic has affected every country, the adoption of distance learning and information technologies in education has become a global trend. The pandemic has deepened existing inequalities in educational system, both domestically and globally, leaving students with special educational needs among the most vulnerable. The speaker presented a number of recommendations for the successful implementation of inclusive education using information technologies. The recommendations were developed by UNESCO based on the research carried out.

The panel discussion was continued by Rakhat Orozova, independent researcher who holds a master of social work degree, with the report 'Inclusive education in Kyrgyzstan: myths and reality.' Outlining the legislative agenda of Kyrgyzstan in the field of inclusion development, Rakhat Orozova demonstrated the approach to inclusive education which is being taken in their country. One of the key issues in the implementation of inclusive education is the disregard of an integrated approach whereby not only school teachers and parents of children with special needs should be involved in the development of inclusive education but other actors as well (politicians, media, NGOs, service providers (pedagogical, social and health professionals) ). The speaker described many of the key factors influencing the successful implementation of inclusive education considering them at the level of various stakeholders.

The final report was presented by speakers from Armenia: Vergine Yesayan, Director of Yerevan special school no. 17 for children with musculoskeletal disorders and Armenuhi Avagyan, founder of the 'ARMAV' center for continuing education. The speakers outlined the current legislative framework and statistical indicators regarding the implementation of inclusive education. They familiarized the audience with the system of inclusive education in Armenia by examining in detail the work of structural subdivisions and the shortcomings of its application like focus on certain groups of students with special needs; emphasis on academic knowledge and disregard of functional skills; teachers lacking mastery or desire of mastery of new methods and teaching techniques; ignoring inclusive approach outside the school; teachers/specialists having little support from tutors/mentors. The speakers noted that Armenia is at the stage of resolving the identified issues.The panel discussion brought together dozens of people: scientists, experts, researchers, teachers and representatives of NGOs, who took a deep dive into this crucial conversation and shared their experience.