Inclusion of children with disabilities in mainstream education in Albania: lessons from three regions

Abstract

This paper reports on the situation of inclusion of children with disabilities inmainstream education in three regions of Albania: Vlora, Gjirokastra and Korca. Thestudy used observation as the main method for data collection. The paper informs onthe social progress of children with disabilities aged 5-9 in schools that are pilotinginclusive education. The research provides insights into current problems that childrenwith disabilities face in mainstream education and which have an impact on their socialprogress along with academic achievements. The aim of this paper is to investigate thestate of inclusion of children with disabilities by referring to the social progress in school.The study observed 55 children with disabilities in preschool and primary school levels.The findings of the study report that the social progress is influenced by school cultureexpressed in peers and teachers attitudes towards inclusion of children with disabilities.Mainstreamed children with disabilities like to go to school and socialize with peers in apassive way. Regarding class activities, many of them are not actively engaged and facedifficulties in skills for problem -solving and conflict resolution. The paper concludes bydiscussing potential steps that may positively impact the social progress and the wideningsocialization opportunities for children with disabilities in mainstreamed education.