Reforms in education, first implies adoption of relevant educational policies by upholding certain problematic issues. Still, in addition the positive changes, they might cause certain problematic issues. These issues certainly need to be examined, because the innovations in the educational field refer to not only children with or without special educational needs, their teachers and parents but also infiltrate into the life of the entire society. Thus, the aim of this study is to understand how teachers appraise the implementation of inclusive education in the schools they teach. Quantitative analysis allowed evaluating numerical indicators regarding the situation around the issue under the study. Participants of the study are 135 elementary school teachers from 15 different school in Yerevan, capital of Armenia.
Result of the study indicate with confidence that inclusive education in Armenia has been partially implemented. Legislative changes require a deep analysis of the situation in all aspects. A detailed examination of the physical and social environment of education, including each member of this process, is necessary to establish certain normative indicators and calculate all the resources that are necessary for the full implementation of inclusive education.
Keywords: Inclusive education, school, teachers, reform, Republic of Armenia
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Information about the author:
Grigoryan Zarui Victorovna (Vanadzor, Armenia) – PhD in Pedagogy, Associate Professor, Vanadzor State University, Department of Social Sciences. E-mail:firstname.lastname@example.org; Tel.:+374 91 02 18 31
For citation: Grigoryan Zarui V., (2022).
The Analysis of inclusive education in Armenia: the practical approach of teachers. Cross-Cultural Studies: Education and Science, Vol. 7, Issue 1 (2022), pp. 100-105 (in USA)
Manuscript received: 12/02/2022 – Accepted for publication: 28 /03/2022