Ministry of Education
of Montenegro
MONTENEGRO
2019 - 2025
INCLUSIVE
EDUCATION
STRATEGY
MONTENEGRO
2019 - 2025
INCLUSIVE
EDUCATION
STRATEGY
Publisher:
UNICEF Country Office in Montenegro
Ministry of Education of Montenegro
Authors:
Arijana Nikolić Vučinić, Ministry of Education
Tamara Milić, Ministry of Education
Anita Marić, Bureau for Educational Services
Jelena Knezevic, Center for Vocational Education
Jasmin Lukačević, Ministry of Labor and Social Welfare
Senka Klikovac, Ministry of Health
AleksandraTrailović Šljivančanin, Primary School "21. May"
Irena Bogićević, Resource Centre for Children andYoung People “Podgorica”
Danilo Boskovic, NGO representative
Edited by:
Peter Stonelake
Photography:
Dusko Miljanic/UNICEF Montenegro
Design and prepress:
Burcu Balkan
Ferit Arıkan
Published:
Podgorica, 2019
OVERVIEW OF THE DRAFTING PROCESS
FOREWORD
GUIDING PRINCIPLE, GOAL AND PRINCIPLES OF THE STRATEGY
INTRODUCTION – Situation and Needs Assessment
a) Key achievements of inclusive education
b) Challenges we want to address
c) Needs and recommendations identified
d) Approach
DEVELOPMENT DIRECTIONS OF INCLUSIVE EDUCATION
a) Strategy on Inclusive Education goal
b) Strategy tasks
c) Courses of action to implement the tasks contained in the Strategy
d) Expected outcomes, results and methods s in the implementation of tasks
of the Strategy
MONITORING AND EVALUATION
CONCLUSION
Annex: Action Plan (2019-2025)
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2
4
5
5
11
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14
15
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23
24
25
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CONTENTS
ABBREVIATIONS
BoE EC
-
ICF IDEP
-
ISCP ITP
-
MEIS MoH
-
MHMR MoLSW
-
MoE NGO
-
UNCRPD UNESCO
-
UNICEF VET
-
TBA Bureau
of Education
Examination Centre
International Classification of Functioning, Disability and Health
Individual Development/Education Programme
Institute for Social and Child Protection
Individual Transition Plan
Montenegrin Education Information System
Ministry of Health
Ministry for Human and Minority Rights
Ministry of Labour and Social Welfare
Ministry of Education
Non-governmental organization
The United Nations Convention on the Rights of Persons with Disabilities
United Nations Educational, Scientific and Cultural Organization
United Nations International Children’s Emergency Fund
Vocational Education Training Centre
Textbook Publishing Agency
OVERVIEW OF THE
DRAFTING PROCESS
The Inclusive Education Strategy was developed in the
course of a participatory process which gathered all the
relevant stakeholders. The drafting involved the Ministry of
Education, Ministry of Labour and Social Welfare, Ministry
of Health, Bureau for Education, the Vocational Education
and Training Centre, and representatives of educational
institutions and of the NGO sector.
The public consultations concerning this document
involved representatives of pre-university and university
education, healthcare and social welfare institutions, local
self-governments, donor organizations, NGOs, etc.
The UNICEF Country Office in Montenegro provided
support and helped review and finalize the document.
1
FOREWORD
“Inclusive Education is inclusion and teaching of ALL children in
formal and non-formal learning environments without regard to
gender, physical, intellectual, social, emotional, linguistic, cultural,
religious or other characteristics.”
UNESCO, 2015
1
According to the Law on Education of Children with Special Educational Needs (“Official Gazette of the Republic of Montenegro” No. 80/2004, “Official Gazette of
Montenegro” Nos. 45/2010 and 47/2017), the term ‘children with special educational needs’ includes children with disabilities, children with developmental, physical,
intellectual, sensory disabilities, children with combined disabilities and autism-spectrum disorders, developmental difficulties, speech/language difficulties, behavioural
disorders, children with severe chronic diseases, children with long-term illnesses and other children with learning difficulties and other difficulties caused by emotional,
social, linguistic and cultural barriers.
Inclusive Education Strategy / 2019 - 2025
The 2019–2025 Inclusive Education Strategy sets the directions for the further development of education of children
with special education needs . It continues to pursue the implementation of the measures included in the 2014–2018
Inclusive Education Strategy and relies on the binding international principles, standards and recommendations of the
Convention on the Rights of Persons with Disabilities.
The Strategy covers the principles and theoretical and practical achievements in developing the potentials of both
children with special needs in education and society at large. It assumes a human-rights-based approach, aimed at
preventing, as well as removing, obstacles to participation and to achievement during education for all children.
The creation of an inclusive educational policy starts from the belief that personality is the property of a person, from
which dignity, equal and inalienable rights in the community arise.
Implementation of the equal opportunities principle through inclusive education offers choices which correspond to the
child’s individual abilities; it also enables education without discrimination. The social model is to be actively promoted
and implemented with the emphasis on society adjusting to the person and removing obstacles in the environment,
attitudes, services, rather than disabilities or difficulties in the development of the child, by providing quality and
continuous support at all levels with the aim of achieving educational outcomes and individual potentials. This requires
the close cooperation of the relevant public actors, partners and civil society, which is leading to changes at the
community and school levels.
The system should provide continuous support and expert assistance, and a stimulating and non-restrictive environment
for optimal development and education; it should make services accessible, cherish participation and self-reliance and
create an environment for full participation, the development of potentials and of personality, having in mind that early
childhood development is key to a fulfilling and productive life for every child.
Inclusive education should foster understanding, acceptance, collaboration and tolerance, and generate openness
towards others, and towards their characteristics and diversity.
The 2019–2025 Inclusive Education Strategy will contribute to children and young people with special needs in education
obtaining equal rights and to mastering, in a continuous and quality manner, the competences for life and efficient
professional performance in line with their individual abilities.
3
Inclusive Education Strategy / 2019 - 2025
GUIDING PRINCIPLE,
GOAL AND PRINCIPLES OF
THE STRATEGY
To promote, safeguard and ensure full and equal
participation of all children with special needs in
education in inclusive education without discrimination
or exclusion, and based on their equality with others.
At the core of this principle lies the aspiration to
develop an equity-based society in which all children
with special educational needs have access and
participate in the educational process together with all
their peers.
To provide access and quality inclusive education at all
levels for children with special needs in education.
This goal addresses the acquisition of life skills and
other skills relevant for the social and personal
development and development of one’s potential. It is
achieved by means of support provided by competent
professionals, overcoming the barriers in the
environment and those barriers reflected in the
attitudes of the community.
The Strategy is guided by the following principles:
Equity – equal participation in education through
overcoming the differences caused by the undesirable
and unacceptable impact of social barriers on disability
and/or difficulties in development;
Relevance – education aligned with the individual
characteristics, abilities and needs of a child who has
special needs in education;
Access – implementing activities which ensure that
every child with special educational needs participates
on an equal footing with their peers, through adequate
and targeted services in the local community;
Effectiveness – improving children’s achievements and
participation, increasing the elimination of prejudice
and stereotyped beliefs in the course of teaching,
student–teacher relations and working conditions at
school;
Efficiency – development of individuals and communities
that respect diversity.
Guiding Principle of the Inclusive
Education Strategy
Goal of the Inclusive Education Strategy
4
Inclusive Education Strategy / 2019 - 2025
The Montenegrin education system sees inclusive
education in mainstream schools as the first choice
and an imperative for children with special needs in
education – this is illustrated by the steady rising trend
of children in these institutions.
The information system of the Ministry of Education –
MEIS2
– contains a multitude of data for each individual
employee and student from the preschool level to the
secondary education level. Data on students with
special educational needs is collected based on several
criteria: impairment and difficulties in development,
IDEP3
, the referral panel’s decision, etc. Data entry
instructions and criteria were developed and
subsequently sent to schools and made available on
school portals for the purpose of securing better
records.
Local referral panels propose the programme, expert
assistance, staff, spatial, material and other conditions
for each child with special needs in education. Based
on the panel’s proposal, local authorities adopt a
referral decision for every child with special educational
needs. Panel members have received training on the
following topics: autism; intellectual disabilities;
ADHD4
; sight impairments; behavioural problems;
dyslexia; dysgraphia; compounded disabilities; teaching
assistants; integrated classes; communication with
parents, etc. Instructions on the referral of children with
special needs in education were developed in 2014 to
ensure the uniformity of practice of such panels (2014).
The Ministry of Education keeps records on the basis of
the provided information on the referral decisions.
a) Key achievements of inclusive education
SITUATION AND NEEDS ASSESSMENT
INTRODUCTION
Source: MPS.
20152014 2016 2017 2018
(mart)
2
Montenegrin Education Information System.
3
Individual Development/Education Programme.
4
Attention deficit hyperactivity disorder.
Graph 2: Number of children with referral decisions within the education system
1515
1711
1921
2189 2226
5
Children who are issued referral decisions are admitted
to preschool institutions free of charge.
Individual Development/Education Programmes (IDEPs)
serve as the basis for working with children with special
needs in education. Kindergartens and schools develop
IDEPs for each child, setting out the educational and
developmental objectives to be achieved. The format
used to develop and implement the programmes has
been improved, with emphasis placed on the activities,
methods, techniques and ways of teaching to be
implemented in order to achieve the set objectives. An
IDEP specifies the obligations of the school and the
roles and responsibilities of team members related to
its development and implementation.5
Training
programmes for the individualization of access and
work with children with special educational needs are
carried out continuously.
In order to facilitate a smooth transition between the
educational levels of children with special educational
needs, a programme for the transition from
kindergarten to elementary school has been created.
The Individual Transition Plan-1 (ITP-1) serves to
facilitate the transition of students with special needs in
education from elementary to secondary school. The
aim is to consider the child’s abilities and skills. The
format specifies the roles and responsibilities of the
team established to develop and implement the ITP,
proposes the activities to be implemented with a view
to assessing the student’s abilities and interest in
his/her prospective occupation, and the school’s
collaboration in acquainting the students with the
vocational education programmes and selecting the
appropriate education programme. The film titled “Not
Giving Up” follows three children with special needs in
education throughout their transition from elementary
to secondary school.
The Individual Transition Plan-2 (ITP-2), which links
education and employment, was designed and adopted
to facilitate students’ transition to the labour market.
With regard to this segment, schools cooperate with
various service providers for the purpose of assessing
the capacity for employment, professional rehabilitation
providers, Resource Centres, employment services,
employers, etc.
Resource Centres play an important role in educating
children with special needs in education. There are
three Resource Centres in Montenegro: PI (Public
Institution) Resource Centre for Hearing and Speech
“Dr Peruta Ivanovic”, Kotor; PI Resource Centre for
Children and Adults with Intellectual Disabilities and
Autism “1 June”, Podgorica; and PI Resource Centre
“Podgorica” for Physical and Sight Impairments.
Inclusive Education Strategy / 2019 - 2025
Source: MPS.
Table 1: Numbers of students in Resource Centres
5
The IDEP teams are established at the kindergarten or school level, consisting of: a representative of the school administration; teachers; professional associates from
the school or Resource Centre, with the involvement of the parent/guardian.
Level RC “1 June”, Podgorica RC “Podgorica” RC “Dr Peruta Ivanović”, Kotor
Elementary school 37 26 19
Secondary school 34 10 18
6
These centres support inclusive education by means of
the following: providing advice and expertise; teacher
training and training of expert assistants to work with
children with special needs in education; use of sign
language; preparation, adaptation, design and training
on the use of specialized textbooks (in Braille and in
DAISY format6
) and other specialized teaching aids.
The Resource Centres implement early intervention
programmes:
• RC “Podgorica” specializes in early intervention for
children with sight and physical development
impairments;
• RC “1. June " specializes in children with autism
disorders and carries out kindergarten training and
individual treatments for children with special
educational needs.
• At RC “Dr Peruta Ivanović“ in Kotor, parents stay
with children with hearing and speech impairments for
the purpose of early intervention and preparation for
inclusive education (visits to the children’s prospective
schools are organized in order to provide guidance).
Early Development Centres are set up as an additional
service of the Resource Centres; they consist of
special education specialists and expert assistants and
they aim to foster the development of children with
special needs in education, train educators on how to
adjust the work environment and materials, and train
the parents and the relevant public. Presentations of
assistive classrooms were conducted with the aim of
informing teachers and associates on how Resource
Centres produce working material, specialized teaching,
didactic and assisted communication aids, etc.
Seven mainstream schools have formed integrated
classes, where children with special needs in
education also attend some lessons together with their
peers from mainstream classes.
Schools with integrated classes were identified as
Resource Centre satellite units. Consultations and
advisory sessions on how to adjust the rooms and the
teaching process are organized for the local community
schools, as well as workshops promoting inclusive
principles, culture, policy, practices, values, etc.
6
DAISY – Digital Accessible Information System, audio-visual versions of books.
7
Inclusive Education Strategy / 2019 - 2025
The Bureau for Education organizes and coordinates the
work of mobile teams, which consist of psychologists
and special education specialists and rehabilitators from
the Resource Centres and from mainstream schools. If
necessary, they are joined by the teachers from the RCs
or mainstream schools. The teams visit schools and
support inclusive education by assisting in the
development of Individual Development/Education
Programmes, giving advice on teaching methods,
teaching adaptations, and advisory/instructive work
with parents, etc.
Schools hire teaching assistants to help the children
with special needs in education, as technical support
during the academic year. The amendments to the Law
on Education of Children with Special Needs in
Education specify the conditions, scope and method of
providing this service. The Individual Development/
Education Programme and the timetable serve to
determine the scope of assistance provided by the
teaching assistants; they are supervised by teachers,
school-based teams of professionals and school
principals. Level IV of the Qualifications Framework is
the requirement for teaching assistants. Schools sign
fixed-term employment contracts with teaching
assistants, with a maximum duration of until the end of
the academic year. A school instruction manual to
assist in providing assistance to students with special
educational needs and teaching assistants was
developed and distributed. Monitoring of the process of
hiring and quality of practical support by the assistants
was carried out.
One hundred and seven education institutions adapted
physical access for children with physical disabilities,
with toilets adapted in 62 institutions, lifts in nine of
them and an access platform in one. The schools with
the largest numbers of children with intellectual or
autism-spectrum disabilities are provided with
specialized didactic tools to improve the process of
inclusive teaching and to foster student interactions.
The schools attended by the children with sight
impairments are provided with specialized equipment,
aids, didactic tools and stickers in Braille. Nameplates in
Braille and an orientation board were put up in the
Ministry of Education building. Instructions on Access
to Educational Institutions and Education Process were
developed and distributed to schools, as a way of
raising awareness concerning the importance,
relevance and necessity of architectural, physical and
technological access and access to the teaching
process. School principals attended a special
counselling session on accessibility and it was
suggested that they improve the accessibility
components in their respective school’s development
plans.
Table 2: Resource Centres’ satellite units
Source: Ministry of Education.
RESOURCE CENTRE SCHOOL
PI RC “1 June”, Podgorica
PI RC “Podgorica”, Podgorica
PI RC “Peruta Ivanović”, Kotor
PI Elementary School “Ilija Kišić”,
Herceg Novi
PI Elementary School “Dušan Korać”,
Bijelo Polje
PI Elementary School “Boško Buha”,
Pljevlja
PI Elementary School “Vuk Karadžić”,
Berane
PI Elementary School “Njegoš”, Kotor
PI Elementary School “Olga Golović”,
Nikšić
PI Elementary School “Jugoslavija”,
Bar
8
Inclusive Education Strategy / 2019 - 2025
The project titled Index Leading to an Inclusive Culture
in Educational Institutions was implemented in the
Resource Centres and seven schools with integrated
classes. The Bureau for Education and VET Centre
Methodology for assessment and evaluation of school
performance covers inclusive education. Supervisors
and advisers attended an initial training programme.
The Regional Support for Inclusive Education project
was implemented in seven schools and, as a follow-up
to it, another project titled Strengthening the
Democratic School Culture is now being carried out.The
project set up a network of schools supporting inclusive
education in secondary education; it also developed the
methodology for counselling and included school visits,
development of school inclusive action plans, exchange
and presentation of experience.
The following documents were developed for the
purpose of improving the practice of preschool
teachers, teachers and professional associates in their
work with children with special educational needs: a
handbook for the use of IDEP, a handbook for work with
students in acquiring literacy skills, the handbook
“Working with Children with Autism” and the handbook
“Mastering Mathematics in Cycle I” (for students with
special educational needs, etc.). Instructive-educational
materials for inclusive work and learning were prepared
with the aim of strengthening the teaching process,
professional support and improvement of inclusive
practices, followed by relevant capacity-building
seminars.
Methodological models for improving reading literacy
were developed by improving the quality of the process
of mastering reading and writing in the first cycle of
primary education, as well as by conducting training and
performing close monitoring of the application of the
models. The Guide for Working with Students with
Intellectual Disabilities was developed. It features a
description of the research, definition of intellectual
disorders and description of the characteristics and
needs of such children, approaches to work with them,
recommendations, examples from practice, etc.
Training in the use of the Guide has been conducted.
Ten textbooks in DAISY format were produced (six
reading books for mother tongue and four history
textbooks), as a high-quality tool enabling quality
teaching and learning for all children, particularly for
children with special educational needs. Teams of
teachers in 50 primary schools have been trained to use
DAISY textbooks in their everyday teaching. By the end
of 2018, another 20 schools will be covered by this
initiative.
In addition, school-level non-discrimination activities at
the level of schools were designed envisaging, among
other initiatives, that a Non-Discrimination Day be
organized at the school level once per academic year.
Workshops for students will be held, as well as ones for
teachers, in order to strengthen the culture and practice
of non-discrimination in schools.
The inclusive team was set up to promote and support
inclusive education at the national level. The team
includes special educators and rehabilitation experts,
speech therapists, psychologists, and grade teachers
from schools countrywide. The regularly updated
inclusive portal presents all ideas and examples of good
inclusive practice, as well as relevant information:
http://www.skolskiportal.edu.me/Pages/Inkluzivnoobrazovanje.aspx.
A training course on Inclusive Education and Inclusive
Principles was organized for the staff working in the
Centres for Social Work, in cooperation with the
Institute for Social and Child Protection. A training
programme for people from the vocational training
programme was developed, accredited and implemented
in order to promote inclusive competences.
9
Drawing on the specifics of children with disabilities,
the Guidelines and Procedures which stipulate a
mechanism for recognizing and acting in cases of all
forms of violence against children with disabilities (in
the family, institutions, etc.) was produced. Training
programmes were carried out for Resource Centres’
teams, who went on to train children, parents and other
members of staff.
Together with the NGO Special Olympics, kindergartens
are implementing the Young Athletes’ Programme, with
the activities gathering children with and without
intellectual disabilities.
Numerous activities by the civil sector provided
considerable help in raising the quality of inclusive
education. They were particularly visible in support
services, working with children with special needs in
education and their parents, improvements to the
teaching process, developing services and ensuring
access across all levels (within and outside institutions).
It is important to mention that the efforts of the Ministry
of Education and the Government of Montenegro, as
well as those of the civil-society sector, have been
appreciated and supported by international organizations,
first of all UNICEF, as well as Save the Children and the
Council of Europe.
10
b) Challenges that we want to address
• Coordinated planning, cooperation, offering and
provision of community-based inclusive health,
education, child and social protection services, based
on robust data.
• Early identification and intervention, development,
protection and guidance, continuity of learning,
participation and development support, career guidance
and employment.
• An inclusive culture and practice, accountability,
staff capacities (initial education and professional
development), a support mechanism, accessibility,
school equipment, external quality assurance and
internal evaluation.
c) Needs and recommendations identified
This document identifies the development directions
and outlines the recommendations in line with the
implementation of the previous strategy and with the
guidelines contained in the key international
documents:
• Convention on the Rights of Persons with
Disabilities. State parties recognize the right of persons
with disabilities to education. In line with this right,
state parties must ensure comprehensive education, as
well as lifelong learning at all levels, without
discrimination and under equal conditions.
• Convention on the Rights of the Child. A child with
developmental disabilities should enjoy special care,
education and training that will help him/her live a full
and decent life and achieve maximum self-reliance and
participation in the society (Article 23).
• Resolution of the Council and of the Ministers of
Education of the European Union (1990) – full
integration in the ordinary system is considered the
preferred option and the system should respond to that
adequately.
• International Classification of Functioning7
– as a
WHO framework adopted in 2001 as the international
standard to describe and measure health and disability.
The development directions also need to complement
the national documents:
• 2016-2020 Strategy for Integration of Persons with
Disabilities in Montenegro, with the following strategic
objective in education: securing the right to education
without discrimination and an inclusive education
system for all at all levels, as well as lifelong learning
aimed at the full development of human potential,
dignity and self-worth, through participation in the
general education system, with reasonable adaptations
corresponding to individual needs.
• 2017–2021 Strategy for the Protection of Persons
with Disabilities from Discrimination and Promotion of
Equality, with its strategic objective being in the field of
education and vocational training of enabling inclusive
education at all levels for all students.
• National Strategy for Sustainable Development 2030
– within the strategic goal of ‘improving the human
resources and strengthening social inclusion’, the
following measure has been defined: provision of
inclusive and quality education and the promotion of
opportunities. Within the strategic goal of ‘supporting
the values, standards and behavioural patterns
important for the sustainability of the society’, the
measure of stimulating employability and social
inclusion has been defined.
7
The International Classification of Functioning, Disability and Health.
Inclusive Education Strategy / 2019 - 2025
11
The Inclusive Education Strategy especially respects
Montenegro’s obligations as a candidate country for EU
membership. In Negotiating Chapter 23 – Judiciary and
fundamental rights and Chapter 26 – Education and
culture, the principles of equity and equal opportunities
are being promoted, which is provided precisely by
inclusive education. Within the scope of Chapter 23 on
inclusive education it is pointed out in the
recommendation framework that it is aimed at
improving the protection and application of children’s
rights, while in Chapter 26 inclusive education is
recognized in the area of ‘access to education’.
In line with the identified key achievements, the
guidelines included in the relevant international
documents and the objectives included in the relevant
national documents, the recommendations of the
2019–2025 Inclusive Education Strategy are as follows:
Inclusive Education Strategy / 2019 - 2025
• Improve the collaboration of the healthcare, child and
social protection and education sectors with the aim of
coordinated service delivery for the timely development of
children with special needs in education and
psycho-social- financial support to the families;
• Improve the cooperation of relevant public actors,
partners and civil society and the development of
monitoring and coordination mechanisms and records.
• Ensure the participation of all children with special
needs in education in the education system, along with
adequate support and collaboration among the local-level
social and child protection services;
• Revise the work of the local referral panels for the sake
of maximum consistency, accountability and uniformity
based on the human-rights model;
• Promote early involvement and learning for children
with special needs in education, continuity of schooling,
further development and practice of individual transition
across education levels with particular emphasis on a
cross-sector approach;
• Develop a culture of inclusive accountability and the
active role of teachers and expert assistants working with
children with special needs in education;
• Continuously work to upgrade the teaching process,
conditions, environment for the achievements of children
with special needs in education, coordination and
monitoring of the roles of assistants;
• Continuously promote the inclusive process so that
children with special needs in education can receive
education together with their peers and with the
participation and empowerment of their parents;
• Improve the services provided by the Resource
Centres for inclusive education, strengthen the new
functions of integrated classes, modernize and specify the
work of mobile teams;
• Work to improve accessibility and the level of
equipment in schools;
• Continuously enhance the literature related to
inclusive education and develop specialized didactic and
teaching tools.
12
The following theoretical framework outlines
the aspects of an inclusive education system as set
out by General Comment No. 4 (2016) of UNCRPD
Article 24 on the Right to Inclusive Education.
Whole-System Approach – Ensuring that all actors
invest in advancing inclusive education at all levels
through the institutional culture, policies and practices.
Whole-Education Environment – Increasing the
commitment of the leadership of preschool institutions
and schools toward inclusive culture, policies and
practices to achieve inclusive education at all levels.
Whole-Person Approach – Recognizing the
capacity to learn and achieve high expectations in all
learners.
Supported Teachers – Ensuring that all teachers
and staff are trained and receive the necessary support
to perform in inclusive learning environments, through
collaboration, interaction and problem solving.
Respect for and Value of Diversity – Ensuring that
all students feel valued, respected, included and
listened to.
Learning-Friendly Environment – Ensuring an
inclusive learning environment, which must be
accessible and in which everyone feels safe,
supported, stimulated and able to express themselves.
Effective Transitions – Ensuring that learners
receive adequate support to ensure an effective
transition from learning at school to vocational and
tertiary education, and finally to work.
Recognition of Partnerships – Improving the
relationship between the learning environment and the
wider community (professional, local and civil) as a
route towards inclusive societies.
Monitoring – Ensuring the constant monitoring and
evaluation of inclusive education to ensure that
segregation is not happening either formally or
informally.
Equitable Financing and Resource
Allocation – Ensuring that all learners have equitable
access to quality education and ensuring that the
available resources are used flexibly, and targeted to
support participation and learning in inclusive settings.
d) Approach
Inclusive Education Strategy / 2019 - 2025
14
Provide children with special needs in education
with access to quality inclusive education at all
levels.
b) Strategy tasks
The overall goal is operationalized through the
following tasks.
• Task 1: Ensure and implement accessibility and
equity of education for all children alongside their peers
through the necessary cross-sector support.
• Task 2: Ensure and implement equal and continuous
inclusive education through successful cooperation
within and between sectors and transition from one
level of education to the next.
• Task 3: Support and improve the quality of inclusive
education through strengthening school policies,
culture and practice.
• Task 1: Ensure and implement accessibility and
equity of education for all children alongside their peers
through the necessary cross-sector support.
Early response to the diverse needs of children with
disabilities, children with developmental disorders and
children at risk leads to greater participation in
day-to-day life activities. The first step towards
accessibility and equity is the provision of timely, i.e.
early, detection and support to parents, for the sake of
full understanding and empowerment and quality of
further family life. It is necessary to enhance the
capacities of professionals for early detection of
developmental disabilities, designing and
implementing interventions and providing early
stimulation of children, and for communicating and
working with the parents. Reorganization and/or
establishment of healthcare services in local
communities is important in order to ensure adequate
(easy, quick and professional) access for the early
DEVELOPMENT
DIRECTIONS OF
INCLUSIVE
EDUCATION
Inclusive Education Strategy / 2019 - 2025
15
a) Goal of Strategy of Inclusive Education c) Courses of action to implement the tasks
contained in the Strategy
detection of developmental disabilities and difficulties.
In this regard, it is necessary to carry out an evaluation
of the assessment framework and early identification,
intervention and referral procedures, as well as of the
plans and tools for monitoring development and
progress, taking a human-rights-based approach and in
relation to the UN Convention on the Rights of Persons
with Disabilities and the ICF, in order to ensure that the
medical model is not used for identification, planning,
and implementation of the measures to support
children. Also, a record which is available to all sectors
should be established.
Healthcare services need to establish cooperation with
preschool institutions, elementary schools and
Resource Centres with the aim of developing support
plans to serve as the basis for the Individual
Development/Education Programme. The support plan
for children and families begins with early diagnosis and
assessment; it is subsequently implemented in
healthcare centres, to be complemented and reinforced
through education activities. The support plan ensures
that children with disabilities and their families are at
the centre of all the decision-making processes related
to the provision, planning, monitoring and analysis of
their child’s progress, and that case managers from the
social work centres are more oriented towards
providing support for students with disabilities and their
families. The support is linked with the Resource
Centres’ services. For the purpose of achieving social,
financial and psychological stability and less exclusion,
community-based social and child protection services
need to be developed, licensed, standardized,
expanded and made available (e.g. counselling and
psycho-social support to children, parents and family,
respite parenting8
, career mediation, etc.), along with
the development of quality control and monitoring
mechanisms.
The concept of the organization, procedures and
assessment models within the referral process will be
reviewed, with the aim of improving and aligning their
work with international disability guidelines, such as the
UNCRPD and the International Classification of
Functioning (ICF). This revised concept should also
contribute to parents’ understanding and
empowerment, and collaboration with the educational
institutions and community-based support services.The
human-rights-based model needs to be implemented
with more professionalism, efficiency and
accountability. The attitude towards children with
special needs in education needs to be free of labelling
and exclusion; it should be encouraging instead. The
human-rights-based approach should be emphasized as
the principal assessment and tool-development system
in work with children with special education needs.
Environment-related barriers need to be taken into
account and recommendations provided to address
them. Available school- or community- based support
services need to be identified, which do not call into
question children’s socialization or self-reliance.
Need for a higher degree of understanding of the
necessity of equal access to buildings and awareness of
the importance of equal access to the process of
education still exists. Therefore, the accessibility of
institutions needs to be assessed to identify the
shortcomings which prevent full accessibility, so that
these shortcomings may be overcome, and to ensure
that all learning environments are equally accessible to
all students, as stipulated by the UN Convention on the
Rights of Persons with Disabilities. However, in addition
to the architectural, physical and technical accessibility
of educational institutions, it is necessary to ensure that
every child’s developmental and educational needs are
met, with the help of accessible equipment and
adapted teaching material, methods, programmes,
literature and reasonable adaptations. The literature
8
Respite parenting is a service that involves a brief separation of children and persons with disabilities from their parents and guardians
Inclusive Education Strategy / 2019 - 2025
16
pertaining to this area needs to be edited according to
the assessment of the needs of the teaching process.
Montenegro must create a stimulating environment in
which all children are equal and accepted. In order to
achieve this, it is important to constantly strengthen the
support for inclusive education through social change.
For this purpose, campaigns aimed at combating
stigma and at the promotion of positive and accepting
attitudes and a culture of equal rights and
non-discrimination should be organized. Constant
campaigns and activities in schools – intended for
teachers, students, parents and the general public – will
help raise awareness about the importance of
accessibility and equity of inclusive education for all
children with special needs in education. The activities
need to be oriented towards respect for diversity,
development of empathy, tolerance, cooperation,
accountability, etc. In addition to this, active measures
should be taken to raise awareness, strengthen
cooperation and the exchange of information between
the health, social and childcare, and education systems
in order to work towards uniform attitudes and
approaches, as well as networking.
Processes aiming at the improvement of inclusion in
kindergartens and schools should include school
boards, parents’ councils, non-governmental
organizations and other relevant local government units,
alongside the regular implementers of the educational
process.
17
9
Portfolio is a source and set of systematically compiled information concerning the child, his/her development and progress while in a preschool institution.
10
The Universal Design for Learning (UDL) is a “set of principles for curriculum development that give all individuals equal opportunities to learn”, Access to School and the
Learning Environment, UNICEF.
• Task 2: Ensure and implement equal and continuous
inclusive education through successful cooperation
within and between sectors and transition from one
level of education to the next.
Children with special educational needs need to be
included in the developmental/educational activities
alongside their peers with mechanisms to improve
access and equity and to support the plans in
healthcare services and institutions supporting this
goal. Portfolios9
will ensure that a child’s development is
tracked during preschool education and when
transitioning to elementary school. Timely enrolment in
elementary school is of great importance. Particular
attention needs to be paid to the prevention of
postponed enrolment and to preparation for starting
school. It is necessary to work with parents who have
dilemmas concerning the statutory school starting age,
aimed at understanding the importance of socialization
of children with special needs in education.
The required conditions need to be provided during
schooling; individualization and adaptation of the
teaching approach need to take place; professional
assistance needs to be provided, etc. For the purpose
of facilitating the transition from grade teaching to
subject teaching, schools should set up teams tasked
with enabling further inclusive orientation and an
individualized approach to students, fostering the
maximum development of their potentials and
preventing any form of segregation.The team would be
tasked with designing and implementing the measures
to facilitate the transition and to accustom the child to
having more than one teacher and more complex
demands, and to enable the staff to adapt to the child.
At the same time, a plan would be designed to consider
and remove potential environment-related barriers
(physical, social, psychological), perform adaptations of
the teaching process as required and enhance staff
competences. Adaptation of the programmes, teaching
and assessment methods should be based on the
principles of the Universal Design for Learning.10
Human development unfolds according to age-related
norms, but each individual has his/her own
characteristics, pace and dynamic of development.
Puberty and adolescence are more challenging periods,
as they bring about major physical, psychological and
social changes, greater challenges to the
socio-emotional characteristics and needs of children
with special needs in education. It is therefore
necessary to continuously work to educate teachers
and parents to enhance their understanding of such
developmental stages and provide adequate support to
children with developmental disabilities in accepting
and mastering the psychological and physical changes.
Children with special needs in education need to
develop the skills of comprehension, appropriate
reaction, emotional expression, expression of their
needs, self-reliance and protection; peer support and
experience need to be boosted to generate a sense of
belonging and acceptance. Measures against all forms
of violence, in particular peer violence, which will
guarantee the protection of children with special needs
in education must be included in school policies and
practices.
It is important for elementary and secondary schools to
intensify their cooperation during the transition period
and involve their staff to an equal extent. The transition
process needs to begin at the end of the eighth grade,
so that the Individual Development/Education
Programme for the ninth grade recognizes and supports
the choice of secondary school. Secondary school staff
need to get acquainted with the student in time, so that
they are ready to create the necessary conditions and
Inclusive Education Strategy / 2019 - 2025
18
develop and implement the Individual Programme in a
timely manner. The process should include a larger
number of teachers of practical subjects, while the
range of vocational education options should be
expanded. Also, career guidance services need to work
in a coordinated and collaborative manner (Career
Information and Guidance Centres, expert services,
etc.), and parents need to be more involved. It is
necessary to promote and continue with training for ITP,
to involve all stakeholders (education, employment
sector and parents). Additional training for VET trainers
in secondary vocational schools on topics related to
methodology, pedagogy, inclusion, characteristics of
developmental disabilities, individualization, adaptation,
assessment, etc. should be conducted. It is necessary
to strengthen cooperation between primary and
secondary schools during the implementation of ITP-1
within the schools themselves, the Resource Centres
and the referral panel. The development of a larger
number of modular programmes should be
encouraged, alongside the expansion of the offer of
vocational education and training programmes, using
dual education as a model that will focus on practice
and have the most direct impact on changing the
attitudes of employers. Development of adapted tests
for the customized assessment of a child’s potentials
and interests should be carried out. It is necessary to
strengthen the capacities of professional school
services and counsellors from the Centres for
Information and Professional Counselling, preparing
them to work with students with special educational
needs.
The principal idea behind ITP-2 is to link education with
the labour market; this is a section of the Individual
Programme developed for those in senior grades of
secondary school. Besides the transition to the labour
market, in the case of students with special needs in
education, ITP-2 also defines adaptations of the
workplace or the environment, etc. In order to achieve
its purpose, ITP-2 needs to be promoted and presented
to all the stakeholders in the process. Schools need to
be encouraged to work with the service providers when
assessing capacities, as well as with the providers of
professional rehabilitation, Resource Centres, the
Employment Agency, employers, etc. The next period
should see the development of the ITP-2 guidance
component for the purpose of better professional
orientation of children with SEN, as well as the
development of the role of case manager in the centres
for social work. Employment should be promoted as an
advantage over the present reliance on and preference
for social benefits.
In the forthcoming period, ITP should be expanded to
include the promotion of and access to tertiary
education. This will require the development of guides
with recommendations concerning the adaptation of
teaching, provision of accessible and adapted teaching
materials; the relevant university departments need to
be encouraged with regard to assistive support.
In order for every child to both have equal access to
education, exercise the guaranteed right and have
continuity of education, a model and mechanism of
collaboration of day-care centres, schools and Resource
Centres need to be evaluated and designed, based on
the evaluation’s findings. Day-care centres, as social
and child protection services, need to act as a support
for inclusive education and healthcare services.
Inclusive Education Strategy / 2019 - 2025
19
• Task 3: Support and improve the quality of inclusive
education through strengthening school policies,
culture and practice.
A high quality of inclusive education leads to enhanced
learning and the participation of all students with
special educational needs in all aspects and areas of
society at large. Therefore, teaching needs to be
planned and delivered so as to motivate all students to
participate and to fully utilize staff expertise. Creating a
child-centred school environment, in which all children
are welcome, have access to and participate in quality
education, regardless of their abilities, should be a
priority.
Individualization should serve as the principle used to
adapt teaching objectives, contents, methods,
conditions, assessment and valuation in order to
harness each student’s potential. For this particular
reason it is important to strengthen inclusive practices
through building a culture of excellence, without
encouraging and creating any form of segregation, but
setting high expectations in classrooms for all children
to achieve. Assessment and testing of knowledge must
be adapted in accordance with the principles of the
Universal Design for Learning, with reference to equal
opportunities.
The school management, teachers and the
school-based team of professionals should
continuously enhance their competences. Likewise,
there should be constant efforts to promote rights,
ensure equal opportunities, develop an environment
and apply strategies that support every child in fulfilling
his/her full potential.
The possibility of improving the professional
development of teachers through mentoring, guidance
and orientation at work should be considered in order to
improve the quality of work and establish adequate
support for inclusive practice. Competence-based
professional development standards for teachers and
school administrations should reflect inclusive
principles through all competences. Consequently,
professional development should focus on the
following: knowledge of developmental and educational
characteristics and needs; collaboration and team work;
accountability; implementation of assistive technology;
working with parents; encouraging students to engage
in autonomous and joint activities, etc. In the course of
teacher training, emphasis should be placed on the
teaching methods and on modern approaches to
supporting the learning of all children in the classroom,
including children with educational needs. It is
necessary to introduce the principles and practices of
inclusive education during pre-service and in-service
teacher training. Teacher training programmes must be
analysed and evaluated to see if they reflect inclusive
principles and practices.
In order to generate a stimulating environment and
inclusive practices that meet the psychological,
physical, socio-emotional and educational needs of
each child with special needs in education, educational
institutions need to utilize their staff and technical
resources more effectively. The teaching staff should
deliver quality and professional teaching, and expert
assistants should provide support to children, both
individually and in class.
The Resource Centres, schools with integrated classes
and expert assistants need to be further empowered so
that they support teachers, children with special needs
in education and their parents. In relation to this, the
Inclusive Education Strategy / 2019 - 2025
21
Resource Centres coordinated by the Bureau for
Education should develop clear plans and schedules of
visits and services provided to kindergartens and
schools (support for children, counselling, education of
teachers, expert assistants and parents, procedures
related to the use of assistive classrooms, designing
teaching aids for mainstream school teachers to use
when working with children with special needs in
education). The services related to the Braille alphabet,
sign language, etc. should be improved. Schools with
integrated classes need additional training on the
application of modern approaches and expanding
teaching to include children from mainstream classes.
Workshops intended to promote inclusion and thematic
consultations for local and regional schools need to be
organized.
In relation to mobile teams, the Bureau for Education
needs to redefine and set a clear model of work which
includes a specific description of the work, tasks,
responsibilities, etc.
The inclusion portal should be used also for the
purposes of communication, exchange of experience
and good practices.
To achieve access, equality, continuity and quality of
inclusive education, it is important to improve the
monitoring mechanism, comparable and
comprehensive data and evidence-based planning.
Both internal and external evaluation should be
improved to include inclusion indicators. Monitoring of
educational institutions through indicators that are
measurable performance indicators of inclusive values
(procedures, organization, management,
implementation of inclusive development plans,
fulfilment of the necessary conditions for the child’s
stay and work, implementation of inclusive practice,
implementation of support, and developmental and
educational achievements of children) should be
continuous.
Improvement and regular updating of data in the MEIS
application will enable more efficient monitoring in
schools and competent institutions.
Educational policies must provide clear guidelines for
financing and budgeting activities and projects related
to inclusive education.
22
Inclusive Education Strategy / 2019 - 2025
23
d) Expected outcomes, results and methods in the implementation of tasks of the Strategy
Strategic Task 1:
Ensure and implement accessibility
and equity of education for all
children alongside their peers
through the necessary cross-sector
support
Outcome:
Children with disabilities,
developmental difficulties and
children at risk learn alongside
their peers, receiving systemic,
multi-sector support
Operational goals:
A. Enhanced cross-sector
cooperation and an inclusive
culture and practice
B. Improved system of
services at the local community
level in all sectors;
C. Access to education and
educational services improved
Strategic Task 2:
Ensure and implement equal and
continuous inclusive education
through successful cooperation
within and between sectors and a
transition from one level of
education to the next.
Outcome:
Children with special educational
needs take part on an equal
footing at all educational levels,
and are supported and equipped
for full and effective participation
in society.
Operational goals:
A. Continuous and systemic
support is provided to children
with special educational needs
B. Continuity of education
after complete compulsory
education has been improved
C. An enhanced and coordinated
system of support for children
with special educational needs
Strategic Task 3:
Support and improve the quality
of inclusive education through
strengthening school policies,
culture and practice.
Outcome:
Children with special
educational needs achieve
educational and
developmental goals due to
the increased capacities of
schools, systems and services
of support for inclusion.
Operational goals:
A. Improved quality of
education for children with
special educational needs
B. Quality control system and
data collection system improved
24
For the purpose of fulfilling the vision and the foreseen
strategic and operational objectives, activities and
measures, establishment of a team for monitoring the
Strategy and for the development of inclusive education
is envisaged. The team will have clearly defined
sector-based roles and responsibilities and will meet
quarterly.
It is planned that after the three-year period of
implementation of the Strategy an external evaluation
should be carried out. The evaluation should provide a
cross-section of the situation, achievements and insight
into the dynamics and current status of
implementation.
MONITORING AND
EVALUATION
Since the concept of human rights lies at the foundation
of inclusive education, there is a strong call for action to
further improve this area and provide cross-sector,
interactive, high-quality and accessible community-based
programmes and services equal for all children with
special needs in education, young people and parents.
Strengthening and expanding the services and
practices in the educational institutions at all levels will
facilitate a stimulating environment which will be able
to respond to the diverse needs of children and their
families.
This Strategy will further develop horizontal and vertical
cooperation, mechanisms focused on the accessibility,
equity, equality, continuity and quality of services. It will
further develop an inclusive culture which respects the
dignity and equal and inalienable rights of all children
with special needs in education and enables the quality
of their lives.
It will contribute to children and young people with
special needs in education having an equal choice in line
with their individual abilities and continuously mastering
the competences needed for life and work.
This document will outline a rational, cost-efficient and
measurable implementation plan and ensure shared
and individual responsibility for implementation through
a high level of motivation, interpersonal collaboration
and collaboration between the public and the civil
sectors. The state authorities, practitioners, local
communities, NGOs and other partners will share the
responsibility for the management and implementation
of the activities.
This will be achieved through continuous monitoring of
the implementation, intensive cooperation, numerous
activities in the direction of researching the current
situation, the needs, attitudes, evaluation of existing
practice and models of work, conducting training for
building new capacities and further development of
existing ones, enhancing human resources, changing
practices, improving and increasing the number of
services, programmes of early and continuous support
to the level of career guidance and employment,
protection, accessibility, establishment of internal and
external quality assurance measures based on the
human-rights model, planning based on data, etc.
The same has been outlined in the Action Plan,
developed in relation to the tasks, outcomes and results
(until 2022 and 2025) that are expected in relation to
them.The Action Plan sets out indicators, envisages the
necessary resources and sources of funding, and
defines the institutions to lead the processes, as well
as the partners.
25
CONCLUSION
ANNEX:
ACTION PLAN
(2019-2025)
Outputs Activities Indicator(s)
Expected
outputs
2022
Expected
outputs
2025
Period
Necessary
resources in
€ / funding
sources
Leading
institutions
and
organizations
Partner
institutions and
organizations
Appointed representatives in the
cross-sector team
The team has a clear mandate and
a work plan detailing the roles
and responsibilities of each sector/
organization
Number of meetings of the
cross-sectoral team held (quarterly)
Yes
Yes
16
Yes
Yes
24
2019-
2025
€6,000
/ state budget
MoE
MoH, MLSW,
National Employment
Agency,
CVE, MHMR,
NGOs
Create systems, mechanisms
and processes for
inter-sector cooperation
between the education,
health and social welfare
sectors for the purpose of
monitoring the progress
of implementation of
measures and tasks from
the Strategy
Yes
Yes
No
Yes
Yes
Yes
2019
2022
2024
€25,000
/ state
budget and
donors
MoE, donors
MH, MLSW
- ISCP, NGOs,
donors
Yes
Yes
3
30
Yes
Yes
6
60
2019-
2025
€3,000 /
state budget
MoE, donors
MHMR,
MLSW-ISCP, MH
Yes
Yes
2
No
Yes
Yes
4
Yes
2019-
2025
€30,000 /
donors
MoE, UNICEF,
MLSW - ISCP/
MH
NGOs, donors
Task 1: Ensure and implement accessibility and equity of education for all children alongside their peers through the necessary cross-sector support
Outcome: Children with disabilities, developmental difficulties and children at risk receive support for learning through systemic, multi-sector support
1A.Effectivemodelsofcooperationbetweenthesectorsdevelopedandimplemented,continuouspromotionof
inclusiveeducationconductedandinitiativescarriedoutaimedatthedevelopmentofpositiveand
acceptingattitudesinlinewiththeprinciplesofinclusion
Establish a team for
monitoring of the
implementation of the
Strategy and
development of inclusive
education, with clearly
defined sector roles and
responsibilities
Needs analysis conducted to
determine the capacity building
needs of representatives of all
sectors
Programme/training package
developed based on the results of
the needs analysis
Number of conducted training
sessions
Number of people trained from
each key sector
Mechanisms of information
exchange, monitoring and
evaluation at both the sector and
inter-sector levels developed and
implemented
An external evaluation of the
strategy’s implementation
conducted by the end of 2022
An analysis/evaluation of the
results of the strategy’s
implementation conducted by the
end of 2024
Survey conducted and knowledge,
attitudes and practices in relation
to children with disabilities and
inclu sive education determined
Plan of awareness-raising activities
related to the rights of children
with disabilities to quality education
developed
Number of conducted activities
Changes in knowledge, attitudes
and practices in relation to children
with disabilities and inclusive
education registered
Organization of capacity
building workshops for
key policy and decision
makers in the sectors of
health, education, social
and child protection, in
relation to raising
awareness regarding their
role in the protection of
human and child rights.
Conduct a survey on the
knowledge, attitudes and
practices in relation to
children with disabilities
and, based on the results,
conduct activities, work
shops and campaigns
Outputs Activities Indicator(s)
Expected
outputs
2022
Expected
outputs
2025
Period
Necessary
resources in
€ / funding
sources
Leading
institutions
and
organizations
Partner
institutions and
organizations
1B.Childrenandparentsreceiveserviceswithintheircommunities:earlydetection,interventions,
psycho-socialandothercommunity-basedempowermentprogrammes,
aswellasinclusionandeducationalprogrammesbasedonthehuman-rights-basedmodel
In 6
municipalities
180
municipalities
In 9
270
2019-
2025
€6,000 /
state budget
MH
MLSW, MoE,
donors, NGOs
Conduct workshops for
the implementation of the
support plans in all sectors
Number of capacity development
workshops aligned to the
human-rights model
Number of professionals trained
2
50
4
100
2019 -
2025
€6,000 /
state budget,
donors
MH, ISCP/
MLSW, MoE
NGO, donors
50
5
Yes
50
5
Yes
2019-
2022
€3,000 /
state budget
and donors
MLSW - ISCP NGO, donors
-
Yes
Yes
6
Yes
Yes
10
2019-
2025
€50,000 /
state budget
and donors
MH, MLSW -
ISCP
Donors
Number of trained decision makers
Evaluation, development and
implementation of services and early
intervention programmes aligned to
the ICF
Plan and system with defined roles
and responsibilities developed in
cooperation with representatives of
educational institutions and centres
for social work
Number of beneficiaries
40
Yes
Yes
2000
80
Yes
Yes
4000
2019-
2025
€15,000 /
state budget
and donors
MH
MoE, MLSW,
donors
Current monitoring and evaluation
system mapped and evaluated with
the participation of key actors
Monitoring and evaluation system
developed and piloted
Number of people trained to use the
monitoring and evaluation system
Monitoring and evaluation system
in place at both internal and external
levels
Yes
Yes
230
Yes
Yes
Yes
300
Yes
2019-
2020
€15,000 /
state budget
and donors
MH
MoE, MLSW, Institute
for Public,
primary health
care centres,
educational institutions,
centres
for social welfare,
donors
Task 1: Ensure and implement accessibility and equity of education for all children alongside their peers through the necessary cross-sector support
Outcome: Children with disabilities, developmental difficulties and children at risk receive support for learning through systemic, multi-sector support
Develop a
multi-disciplinary
approach to improving
the system of support for
early detection and
intervention, early
childhood development
and protection of children
with disabilities
Appointment of
professional workers for
the child and family in
centres for social work,
and capacity building for
the staff of social work
centres to work with
these target groups
Based on the analysis of
services in the sectors of
health, education and
social protection, conduct
an in-depth assessment
of the needs for new
services. In line with the
needs assessment
findings, develop new
services, conduct the
licensing and
standardization
Capacity building of
decision makers in the
health sector for the
development and
application of
human-rights-model-base
d tools for the
assessment, design and
implementation of
services, measures of
early intervention
programmes
Development and
implementation of the
support plan for children
and families as a
mechanism of
cooperation between
health services and
preschool institutions,
primary schools, resource
centres and centres for
social work
A clear plan prepared for the
transition from the current system
to a multidisciplinary approach
(developed and piloted) for
implementation at the local level
Number of trained representatives
from the education, health, social
and child protection sectors
Number of employees trained to
use the human-rights model
Number of trainers trained to use
the human-rights model
Professional workers show
enhanced capacities to work
according to human-rights model
A needs assessment and a plan for
the improvement of existing
services developed. The
development and implementation
of new services have been carried
out.
Improved existing services in the
health, social and child protection
systems.
Number of new services in the
health, social and child protection
systems.
Outputs Activities Indicator(s)
Expected
outputs
2022
Expected
outputs
2025
Period
Necessary
resources in
€ / funding
sources
Leading
institutions
and
organizations
Partner
institutions and
organizations
1B.Childrenandparentsreceiveserviceswithintheircommunities:earlydetection,interventions,
psycho-socialandothercommunity-basedempowermentprogrammes,
aswellasinclusionandeducationalprogrammesbasedonthehuman-rights-basedmodel
Yes
Yes
180
Yes
Yes
Yes
180
Yes
2019-
2022
€15,000 /
state budget
and donors
MH
MoE, MLSW,
Institute for Public
Health, local primary
health care
centres, educational
institutions,
centres for social
welfare, donors
Improve the model of
support in the education
system
Evaluation of the work of the referral
panel conducted
Model of inclusion and support for
children in kindergartens and schools
based on the human-rights concept
developed
Number of trained professionals
capacitated in applying the revised
model of inclusion
Yes
Yes
90
Yes
Yes
240
2019-
2025
€25,000 /
donors
MoE, donors
Local
communities
1C.Barriersarereducedandaccesstoeducationisimprovedthroughadaptedinfrastruc-
ture,equipment,specializedandadaptedteachinganddidacticmaterials,resourcesand
literature
Carry out an assessment
and improvement of the
accessibility of educational
institutions and the needs
for specific equipment and
teaching tools
Yes
10
2
Yes
30
5
2019-
2025
€5,000 /
state budget
and donors
MoE, donors
BoE, educational
institutions,
National Textbook
Agency, Resource
centres, NGOs,
donors
Develop the needed
instruction and teaching
materials based on the
needs of the teaching
process
2
50
10
150
4
100
15
250
2019-
2025
€35,000 /
state budget
and donors
MoE
BoE, CVE, education
institutions,
National Textbook
Agency, Resource
Centres, NGOs,
donors
Task 1: Ensure and implement accessibility and equity of education for all children alongside their peers through the necessary cross-sector support
Outcome: Children with disabilities, developmental difficulties and children at risk receive support for learning through systemic, multi-sector support
Design a system of
monitoring and evaluation
for early detection and
intervention so as to
include internal and
external measures for
quality assurance in line
with the human-rights
model
Current system for monitoring
andevaluation mapped out and
assessed with the participation of
key stakeholders
Monitoring and evaluation system
developed and piloted
Number of stakeholders
capacitated in the use of
monitoring and evaluation system
Monitoring and evaluation system
in place internally and externally
Assessment of the accessibility of
educational institutions and specific
equipment carried out
Number of additionally accessible
and equipped educational
institutions
Consultations with school
management on ensuring
architectural and educational
accessibility of educational
institutions carried out
Number of training sessions for
development of teaching materials
development
Number of people trained to
develop teaching materials
Number of developed teaching
materials
Number of trained teaching staff
capacitated to use teaching
materials
Outputs Activities Indicator(s)
Expected
outputs
2022
Expected
outputs
2025
Period
Necessary
resources in
€ / funding
sources
Leading
institutions
and
organizations
Partner
institutions and
organizations
Continuously conduct
activities related to the
transition from preschool
to primary education
Yes
20%
60%
Yes
55
21
1 meeting
annually
per school
Yes
35%
100%
Yes
100
45
2 meetings
annually
per school
2019-
2025
€15,000 /
state budget
and donors
MoE, MH
educational
institutions
Adjust the support plans
prepared by health
institutions with the
programmes of transition
from preschool to primary
education
Support system established, local
health expert teams formed for the
education system
Number of enrolled and empowered
children and families, based on
support plans
Yes
-
20% of
children
with disa
bilities
Yes
-
50% of
children
with disa
bilities
2019-
2025
€10,000 MH MoE, MLSW
4
100
Yes
10
250
Yes
2019-
2025
€5,000 /
donor
MoE, BoE,
Educational institutions,
NGOs
Create and apply a model
of professional support
in relation to the specific
characteristics and needs
of each key and critical
development phase of a
child with special education
needs
Models and support techniques
developed for development phases,
including coaching and mentoring,
professional learning communities,
etc.
Number of training sessions for
teachers and parents
Number of trained and involved
teachers and parents
Yes
4
100
Yes
10
250
2019-
2025
€5,000 /
donors
MoE, BoE,
RC, expert
services within
schools
Educational institutions,
NGOs,
donors
8
60% of
schools
12
80% of
schools
2019-
2025
€1,000 /
state budget
BoE, CVE
MoE, educational
institutions,
NGOs
Task 2: Ensure and implement equal and continuous inclusive education through successful cooperation within and between sectors and transition
from one level of education to the next
Outcome: Children with special educational needs take part on an equal footing at all educational levels, are supported and equipped for full and effective
participation in society
2A-Continuousandsystemicsupportisprovidedtochildrenthroughoutalldevelopmentalphasesand
theirinclusionintheeducationalprocessisensuredthroughtheuseofchilddevelopmentportfolios,
supportplans,individualizationstrategies,etc.
BoE, educational
institutions,
Resource Centres,
donors, NGOs
Plan for the timely enrolment in
elementary school of children with
special educational needs
developed
Increased rates of timely
enrolment in elementary school for
children with special educational
needs
Number of people capacitated
using portfolios
Portfolio is being applied in
preschool institutions
Number of established joint teams
for timely enrolment in preschool
institutions and primary schools
Number of workshops for children
and parents conducted in
kindergartens
Number of meetings held by the
representatives of kindergartens,
parents, schools and primary
health centres
Number of counselling and training
sessions delivered to teachers and
expert services
Number of teachers and expert
associates who have been trained
Establishment of school teams to
support and monitor the quality of
teaching adaptation during the
transition from class-based to
subject-based teaching
Number of counselling sessions
for school management on
anti-discrimination and prevention
of violence
Anti-discriminatory activities are
integrated into school planning and
programming
Carry out the measures
in primary schools that
enable an easy
transition for a child
from class-based to
subject-based teaching
Conduct anti-discrimination
activities and initiatives
aimed at preventing
violence at the school level
and protecting children
with special education
needs from this violence
Outputs Activities Indicator(s)
Expected
outputs
2022
Expected
outputs
2025
Period
Necessary
resources in
€ / funding
sources
Leading
institutions
and
organizations
Partner
institutions and
organizations
16
300
3
No
1600
24
450
6
Yes
2100
2019-
2025
€10,000 /
state budget
and donors
MoE, BoE,
CVE
Develop a concept of
mentor support for the
professional orientation
of children with special
educational needs
Yes
15
40
Yes
25
100
2019-
2025
€3,000 /
state budget
and donors
MoE, CVE
Yes
250
10
10
Yes
450
20
20
2019-
2025
€13,000 /
state budget
and donors
MoE, CVE
BoE, NGOs,
donors
15 22 2019-
2025
€200,000 /
donors
MoE, CVE Donors
Design and license the
service of mediators in
career orientation and
employment.
2
25
4
50
2019-
2025
€2,000 /
state budget
MLSW NGOs, donors
Task 2: Ensure and implement equal and continuous inclusive education through successful cooperation within and between sectors and transition
from one level of education to the next
Outcome: Children with special educational needs take part on an equal footing at all educational levels, are supported and equipped for full and effective
participation in society
2B-Childrenwithspecialeducationalneedsinappropriateprogrammesofsecondaryeducationand
employmentprogrammesaccesstertiaryeducationthroughtheapplicationofeffectivestrategiesand
servicesoftransitionbasedoncooperationbetweenthepublicandcivilsectors
Educational
institutions,
Centre for Career
Orientation, NGOs
Educational
institutions, NGOs
Number of training sessions for
professionals, expert associates
and members of Centre for Career
Orientation staff
Number of trained professionals,
expert associates and members of
Centre for Career Orientation staff
Number of promotional activities
Assessment of the quality and
efficiency of ITP-1 and ITP-2
Number of children with special
educational needs who have
completed secondary education
Strategic plan for mentorship
programme for supporting children
with disabilities in their transition
to the workplace developed
Number of trainees and mentors in
schools
Number of children supported
through mentoring
Teacher training needs analysis for
secondary general and vocational
education
Number of trained teachers of
vocational subjects and practical
teaching subjects
Number of training sessions on
topics related to methodology,
pedagogy and inclusive practice
Number of training sessions in
relation to the characteristics of
developmental disabilities,
individualization, adaptation,
grading, etc.
Number of new modularized
programmes
Number of mediators’ services
licensed
Number of children who are
beneficiaries of mediators’
services
Promote and continue
with training related to
timely and quality
multi-sector
implementation of ITP-1
and ITP-2
Conduct capacity
development for the
staff of secondary
schools
Stimulate development
of new modularized
programmes, expansion
of vocational education
programmes, inclusion
of children with special
educational needs in
dual-education
programmes
Outputs Activities Indicator(s)
Expected
outputs
2022
Expected
outputs
2025
Period
Necessary
resources in
€ / funding
sources
Leading
institutions
and
organizations
Partner
institutions and
organizations
2B-Childrenwithspecialeducationalneedsinappropriateprogrammesofsecondaryeducationandemployment
programmesaccesstertiaryeducationthroughtheapplicationofeffectivestrategiesandservicesoftransitionbasedon
cooperationbetweenthepublicandcivilsectors
Develop tests for the
career and professional
orientation of children with
special educational needs
and the capacity building
of school advisers, Centre
for Career Orientation staff
and Resource Centre staff
for working with children
with special educational
needs.
Tests developed are in line with
users’ characteristics
Number of advisers trained
Number of children tested using
adjusted tests
Yes
120
150
Yes
150
450
2019-
2025
€8,000 /
state budget
and donors
BoE, Centre
for Career
Orientation
NGOs, donors
Promote the employment
of persons with special
educational needs
Yes
4
Yes
10
2019-
2025
€2,500 /
state budget
MLSW NGOs, donors
Yes
75
Yes
130
2019-
2025
€2,500 /
state budget
and donors
MoE, BoE,
universities
NGOs, donors
Conduct assistance and
support programmes in
university faculties 5
5 10
8
2019-
2025
€30,000 /
state budget
and donors
€10,000 /
state budget
and donors
University, RC NGOs, donors
2C.Childrenreceiveappropriatedesegregated
supportthroughcooperationbetweenschools,
day-carecentresandResourceCentres
Evaluation of the work and
cooperation between daycare
centres and schools,
Resource Centres and
other community-based
services in line with
UNCRPD.
Yes
Yes
3
45
60
Yes
Yes
5
75
120
2019-
2025
€50,000 /
state budget
and donors
MLSW
Task 2: Ensure and implement equal and continuous inclusive education through successful cooperation within and between sectors and transition
from one level of education to the next
Outcome: Children with special educational needs take part on an equal footing at all educational levels, are supported and equipped for full and effective
participation in society
Strategic plan created for the
promotion of employment
Number of promotional activities
ITP-3 adopted and used in practice
Number of people trained for
applying ITP-3
Assessment of cross-sector
collaboration between day-care
centres, schools, Resource
Centres and other
community-based services
conducted
Cooperation plan developed
Number of workshops for the
implementation of the cooperation
plan
Number of trained people
Number of users of the new
concept of cooperation
MoE, BoE, ISCP,
day-care centres,
educational
institutions,
donors, NGOs
Number and type of services
provided by university faculties
Number of services of Resource
Centres
Develop an ITP-3 for the
promotion of tertiary
education and the
design of guidelines
with recommendations
for the adaptation of
teaching methods at
universities
Outputs Activities Indicator(s)
Expected
outputs
2022
Expected
outputs
2025
Period
Necessary
resources in
€ / funding
sources
Leading
institutions
and
organizations
Partner
institutions and
organizations
Yes
Yes
No
No
Yes
Yes
Yes
Yes
2019-
2025
€5,000 MoE, BoE Donors, NGOs
Design and implement
modules of continuous
professional development
activities at the school
level for teachers, expert
associates and school
management related to
inclusive practice
Yes
Yes
300
40
Yes
Yes
600
90
2019-
2025
€60,000 /
state budget,
donors
BoE, CVE,
educational
institutions
NGOs, donors
3B.Fullpotentialsofchildrenaredevelopedbyuseofapproachesrespectful
oftheirindividualneeds,aswellasbyapplicationofenhancedmodelsofthe
existingresources
Analysis, adjustment and
implementation of the
initial teacher training
programmes based on the
human-rights model
Review of the existing concept,
paradigm, approach and status of
inclusive education during initial
teacher training conducted
Number of teacher training
programmes revised in line with
recommendations
Yes
2
Yes
4
2019-
2025
€25,000 /
budget of the
universities
Universities Donors
Evaluation of the design
and implementation of the
IDEP, improvement of the
IDEP and its application
Analysis performed to assess the
effectiveness of the IDEP according
to the principles of the human-rights
model
IDEP improved based on the outcomes
of the review
Number of training sessions for
application of the improved IDEP
Number of staff capacitated for
application of the improved IDEP
Yes
No
-
-
Yes
Yes
12
300
2019-
2025
€13,000 /
state budget
MoE, BoE,
CVE
Educational institutions,
NGOs,
donors
Task 3: Support and improve the quality of inclusive education through strengthening school policies, culture and practice.
Outcome: Children with special educational needs achieve educational and developmental goals due to the increased capacities of schools, systems and
services of support for inclusion
3A.Inclusivepracticeisimprovedthroughstrengtheningofthecompetencesofthe
staffworkinginpreschooleducationinstitutionsandschools:schoolmanagement,
kindergartenteachers,gradeteachers,subjectteachersand
teachersofpracticalsubjects,expertassistants
Analysis of existing professional
development programmes
conducted
Enhanced professional standards
in the field of inclusive practice
Revised training programme for
teachers, expert associates and
members of school boards
Enhanced teacher support
mechanism in inclusive practice
Enhanced mechanisms of
professional development at the
school level
In-service teacher training
programmes harmonized with the
human-rights model
Number of trained teachers, expert
associates and members of school
boards
Number of professional
development plans at the level of
educational institutions that
contain a module on inclusive
practice
Carry out an
assessment of the
existing professional
development
programme related to
inclusive education and
revise it, including
coaching and
mentoring, professional
learning communities,
etc., as well as improve
the support mechanism
Outputs Activities Indicator(s)
Expected
outputs
2022
Expected
outputs
2025
Period
Necessary
resources in
€ / funding
sources
Leading
institutions
and
organizations
Partner
institutions and
organizations
Yes
4
50
25
15
5
Yes
Yes
8
100
35
30
8
Yes
2019-
2025
€4,500 /
state budget
MoE, BoE, RC
Yes
24
800
3
Yes
30
1,200
6
2019-
2025
€120,000 /
state budget
BoE
Resource
Centres, educational
institutions
3C.Inclusivepolicies,practicesandcultureineducationalinstitutions
areplanned,createdandimplemented,basedonevidencecollected
throughimprovedmechanismsformonitoringanddatacollection
Enhance the methodology
for the assessment of
the work of schools by
including indicators related
to inclusive education;
adoption of the revised
methodology
Monitoring and evaluation system
harmonized with the human-rights
model
Inclusive standards integrated into
the process of school improvement
planning
Number of training courses for
supervisors and advisers from the
BoE and CVE
Number of trained people
Number of supervisory visits
Yes
Yes
2
30
75
Yes
Yes
3
50
130
2019-
2025
€5,000 /
state budget
BoE, CVE
MoE, educational
institutions,
donors, NGOs
Creation of new school improvement
planning process and guidelines
Number of training sessions for
implementation of guidelines
Number of people trained according
to the revised school improvement
planning process
Number of schools applying a new
model for planning and improving
school performance
Yes
5
110
10
Yes
8
160
35
2019-
2025
€5,000 /
state budget
BoE, CVE
Educational
institutions, NGOs,
donors
Task 3: Support and improve the quality of inclusive education through strengthening school policies, culture and practice.
Outcome: Children with special educational needs achieve educational and developmental goals due to the increased capacities of schools, systems and
services of support for inclusion
3B.Fullpotentialsofchildrenaredevelopedbyuseofapproachesrespectfuloftheir
individualneeds,aswellasbyapplicationofenhancedmodelsoftheexistingresources
Plan created with defined roles and
responsibilities
Number of training sessions held
Number of trained teachers, expert
associates, members of the
management of Resource Centres
and their satellite units
Number of associates from
Resource Centres and branch
offices participating in visits and
services
Number of training sessions
conducted by expert associates
from Resource Centres and their
satellite units
Number of services provided by
Resource Centres and their
satellite units
Services provided by Resource
Centres and their satellite units are
in line with UNCRPD
Work plan for mobile teams
created
Members of the mobile team
participate in regular school
meetings related to the preparation
and implementation of the IDEP
Number of children receiving
support
Number of monitoring and
evaluation sessions carried out
Educational
institutions,
NGOs donors
Design a plan to engage
Resource Centres and
their satellite units, as
well as plan of advisory
visits and services
offered to kindergartens
and schools
Design an improved
model of engagement
of mobile teams, which
includes a clear division
of roles, responsibilities,
coordination
mechanisms, etc.
Improve the internal
evaluation model and
the format of school
development plans that
include the principles of
inclusion and Universal
Design for Learning
Outputs Activities Indicator(s)
Expected
outputs
2022
Expected
outputs
2025
Period
Necessary
resources in
€ / funding
sources
Leading
institutions
and
organizations
Partner
institutions and
organizations
Improve the educational
information system (MEIS)
from the aspect of the
needs and practices of
inclusive education
Software for registering children
with special educational needs is
upgraded
Culture, practice and inclusive education
policy improved
Yes
Yes
Yes
Yes
2019-
2025
€17,000 /
state budget
and donors
MoE Donors
Task 3: Support and improve the quality of inclusive education through strengthening school policies, culture and practice.
Outcome: Children with special educational needs achieve educational and developmental goals due to the increased capacities of schools, systems and
services of support for inclusion
3C.Inclusivepolicies,practicesandcultureineducationalinstitutionsareplanned,
createdandimplemented,basedonevidencecollectedthroughimproved
mechanismsformonitoringanddatacollection