INCLUSIVE EDUCATION FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN ALBANIA Save the Children MINISTRIA E ARSIMIT DHE SPORTIT II AGENZIA ITAUANA PER LA COOPERAZIONE ALLO SVILUPPO Best Practices Tirana, 2017 INCLUSIVE EDUCATION FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN ALBANIA BEST PRACTICES Expert Merita PONI Tirana, 2017 This publication is supported by Save the Children. Save the Children believes every child has a future. Around the world and in Albania, we give children a healthy start in life, the opportunity to learn and protection from harm. We do whatever it takes for children - every day and in time of crises - transforming the life and the future we share. This report on best practices was produced in the framework of the project Inclusive Education for Children with Special Educational Needs inAlbania.financed by the Italian Agency of Cooperation for Development implemented by Save the Children Albania in partnership with MEDPAK Association and in collaboration with the Ministry of Education and Sport. The author's views expressed in this publication do not necessarily reflect those of Save the Children. © All Rights Reserved. The content of this publication may be freely used or copied for noncommercial purposes, provided that any such reproduction is accompanied by acknowledgment of the organisations, mentioned above, as a source. ACKNOWLEDGMENTS The Expert would like to thank to all those who contributed to the compilation of this report on field, in 7 regions, in particular Medpak staff, as well as all of them who contributed to this manual with comments, suggestions and technical advice. Many thanks go to Save the Children team for their diligent work in contributing to the implementation of the rights of children with disabilities and learning difficulties, in particular Mr. Cristiano Agostini and Mrs. Dhurata Nixha. TABLE OF CONTENTS Executive Summary............................................................................................................08 PART A: CONTEXT OF STUDY Section I: Rationale of the Study ..........................................................................08 Purpose of the Study..................................................................................09 Findings..................................................................................................10 About the project.....................................................................................12 Methodology............................................................................................I 3 Section II: Theoretical Overview of Inclusive Education................................. 18 Definitions..............................................................................................18 Broader meaning......................................................................................'9 SEN and Disability.................................................................................20 From special to Inclusive Education......... ..........21 Section III: Legal and Policy Framework...................................................................24 Current situation ................................................ 24 International standards...............................................................................27 Domestic legislation and policy......................................................................28 PART B: GOOD PRACTICES IN INCLUSIVE EDUCATION Section IV: Good practices at the legal and policy level ................. 40 Law on Pre-University Education ......................................... ...........40 Normative Provisions.................................................................................41 Law on Inclusion and Accessibility of PwD.........................................................41 Support to MoES......................................................................................43 Section V: Good practices for access to education............................................ ...46 Identification process..................................................................................46 School enrolment......................................................................................47 Training of Assessment Commissions at RED/EO level...........................................48 Training parents........................................................................................50 Improving learning outcomes........................................................................SI Removing architectural barriers ....................................................................SI Monitoring access ...................................................................52 Section VI: Good practice for the quality of Inclusive Education......................................53 RED/EO role and RED/EO multidisciplinary commissions ...........................................53 Relevance of categorization .............................................................53 ICF instrument.........................................................................................57 RED/EO recommendations for school commission ............................................57 Supportive teacher ...................................................................................58 Monitoring child education .............................. .........59 Spreading good practices 60 Supportive teachers experience exchange ..........................................63 RED/EO psychosocial service .....................................................................64 RED/EO cooperation with stakeholders...........................................................65 School practices........................................................................................65 Role of school principal...............................................................................66 Inclusion of CwD in the learning process ...................................................68 lEPand school commissions..........................................................................68 Resource rooms............................................................. ..........70 Index for Inclusion.....................................................................................72 School psychosocial service..........................................................................76 In-service teacher training............................................................................77 Monitoring teachers' class work....................................................................79 Teachers work for Inclusive Education.............................................................81 Supportive teacher role in IEP implementation ...................................................83 Pre-service teacher training..........................................................................86 Inclusion in classroom.................................................................................89 Kindergarten practices.............................................. 90 Section VII: Good practices of community participation ...............................................92 Parents' role .........................................................................................92 Community services provision.......................................................................94 School activities........................................................................................97 Section VIII: Recommendations............................................................................ 99 Bibliography............................................................................................104 Annexes................................................................................................106 LIST OF ACRONYMS CBS Community Based Services CBR Community Based Rehabilitation CSO Civil Society Organisation CwD Children with Disability EFA Education for All EMIS Education Management Information Systems EU European Union GoA Government of Albania ICF International Classification of Functionalities and Diseases IE Inclusive Education IEP Individual Education Plan MoES Ministry of Education and Sport MoH Ministry of Health Mol Ministry of Interior MoSWY Ministry of Social Welfare and Youth NGO Non-Governmental Organisations PwD Person with Disabilities RED/EO Regional Education Directories/Education Offices SDG Sustainable Development Goals SP Supportive Teacher UN United Nations UNCRC United Nations Convention on the Rights of the Child UNCRPD United Nations Convention on the Rights of Persons with Disabilities UNESCO United Nation Educational Scientific and Cultural Organisation WHO World Health Organisation EXECUTIVE SUMMARY Albania has made remarkable progress regarding legislation and policies for Inclusive Education and is developing positive practices in cooperation with non-government parties. The primary and secondary legislation is being implemented, and an infrastructure of laws implementation is still being worked out. The Law on Pre-University Education approved in 2012, the Normative Provisions of 2013 and the Strategy of Pre- University Education 2014-2020 compose the policy framework of Inclusive Education. The law on Accessibility and Inclusion of PwD and National Disability and Action Plan 2015-2020 add to the Inclusive Education policy and reinforce the government commitment to achieving Inclusive Education in mainstream education. However, policies and laws implementation is questionable and requires an in-depth analysis. According to recent data, 30% of children with disabilities of 6-18 years old are out of school. The annual budget allocation to education of CwD is 1.2%. In the target regions of the project, namely: Burrel, Peshkopi, Durres, Elbasan, Korea, Vlora and Gjirokastra, only 15% of CwD that attend primary school have a supportive teacher and only 6.5% of them have been assessed by the RED/EO multidisciplinary commissions'. Schools and kindergartens are inaccessible due to infrastructural barriers and lack of didactic materials adapted to their needs. Public institutions at community level lack cooperation which leads to a shortage of rehabilitation services at community level. Public health, social and educational services do not cooperate on institutional basis for a multidisciplinary professional assessment of CwD based on bio-psychosocial model. Parents are reluctant to expose their children to the community, out of fear of stigma and bullying. To contribute to the promotion of Inclusive Education in Albania, during 2014-2017, Save the Children has carried out the project"lnclusive Education for children with special educational needs in Albania" in cooperation with the local NGO MEDPAK.The project aimed at improving policy and practice in Inclusive Education by cooperating with stakeholders that work for education. Owing to project implementation, 28 public educational institutions, in particular 14 kindergartens and 14 schools, have been supported to develop Inclusive Education practices.The project developed identification, assessment and support mechanisms for inclusive education.A database has been set up to be used by educational institutions to identify and follow the educational progress of children with special educational needs. The project trained 84 members of RED/EO multidisciplinary commissions on ICF-CY and 577 teachers and 132 supportive teachers on inclusive didactics. As a result, 401 CwD have been included into regular education system and 100% of them have been assessed by RED/EO commissions and supported by school commissions through an IERA package of instruments for assessing neurodevelopmental problems of 5-10 year old pupils based on international evaluation standards and IEP model and guidelines are available for RED/EO and school commissions. More than 70% of target institutions reconstructed by the project are fully accessible with ramps and refurbished interiors.With the support of Bologna University, the Universities of Korea and Elbasan have revised their curricula on education and designed a master programme for teachers with a minor profile in supportive teacher.The awareness-raising campaigns have reached an audience of 7000 children and 4700 parents in six regions. 8 SECTION I: RATIONALE OF THE STUDY Purpose of the study The purpose of this study is to provide an overview of the best practices in Inclusive Education, aiming to inform stakeholders on the current status of Inclusive Education in Albania, explore the contextual factors which affect implementation of inclusive practices, and provide recommendations of practical steps for improving Inclusive Education programmes in the country. Inclusive Education is not a short-time programme; it is a process and takes time to be implemented. Inclusive Education is the best alternative for all children, whilst for children with disabilities and learning difficulties it is a necessity. It brings them to the common setting of learning with other children and boosts their academic results, social skills and self-confidence (Save the Children, 2010). In Albania, policies and legislation on Inclusive Education have made significant progress. Currently, Save the Children is investing in policy and legislation implementation by supporting inclusive practices.The local NGO, MEDPAK, has mobilised parents to voice their concerns about children's schooling in regular schools. This study presents the best practices achieved by the project "Inclusive Education of the children with special educational needs in Albania" financed by the Italian Agency of Cooperation for Development, implemented by Save the Children in partnership with MEDPAK Association and in collaboration with Ministry of Education and Sport during 2014-2017. It explores the good practices in three directions: (i) access of children with special educational needs in regular education; (ii) quality of Inclusive Education in public educational institutions (schools & kindergartens); (iii) participation of community members and local authority in the promotion of inclusive practices in schools and community. Access to education explains the practices established to increase access to regular system, such as: early identification, school registration, school attendance, school retention, reduction of drop-outs and removal of architectural barriers from kindergartens and schools.The practices about the quality of education provide information on: assessment procedures, IEFJ support learning at school, teachers professional development, pre-service teacher training, provision of supportive teacher, school self-evaluation on the pillars of index for inclusion, role of special schools and curriculum development. Community participation provides practices on cooperation of schools with stakeholders at community level, such as: parents, local institutions, CSOs and service providers. They inform on community engagement in outreaching public awareness-raising campaigns, community based services that support inclusion, relation to school services, and inclusion in community life. Inclusive practices are developed at school and community level. Policies and legislation on education of children with special educational needs, developed by MoES are under implementation phase.At the local level, cooperation among stakeholders has widened assess of CwD to mainstream education.The new practices in Inclusive Education need to be endorsed and replicated by MoES nationwide. Inclusive Education policies have a solid foundation to lay on the already existing good practices. 9 Summary of findings There is a wealth of good practices in Inclusive Education at different levels of policy and practice. At policy level, Albania has already incorporated international standards on education, including UNCRC and UNCRPD.The international EFA and SDG guidelines guide the country's policymaking process on education. Furthermore, membership to the Council of Europe and aspiration to join EU has driven the government to adapt legislation and policies with those of European countries. The policy and legislation framework provide a framework for Inclusive Education that paves the path towards inclusion. However, the gap between policies and practice is large enough. Inclusive Education programme is hampered by shortage of funds. Despite difficulties, efforts for development of inclusive practices are promising. Progress depends on concerted interventions taken by government and local institutions. Access of CwD to regular education system has increased due to cooperation between schools and local actors. The identification of CwD is carried out by schools and RED/EO psychosocial service that cooperate with municipal agencies, health services, and social service. Schools identify children with special educational needs when they go to be enrolled for the first time at school. Teachers inform the school principal on CwD and the latter sends the documentation to RED/ EO Commission for assessment. Information on the number of CwD in the regular education system is inserted to a database that provides accurate statistics for schools.Access has increased by removing architectural barriers of school's infrastructure: 21 institutions are accessible due to investment on infrastructure. Inclusive practices at pre-primary and primary levels of education contribute to early identification, intervention and access of CwD to regular education system. Inclusion at early childhood increases social adjustment and learning attainment. Parents have supported these initiatives. Access to higher post-compulsory education levels remains limited as high schools lack professional capacity and experience with IER Provision of quality education begins with the assessment procedure of the RED/EO multidisciplinary commissions.The project has developed the assessment skills of multidisciplinary Overall Goal: Promoting iclusive education in children SEN Indicator I: increase by 20% Indicator 2: Reduction of the national rate of school drop out of CWDs Specific Objective: CwD inclusion in 6 regions Indicator. Increase from 59 to 200 Expected result I: Improved access Indicator I.I: increase by 50% Indicator 1.2: CWDs with IEP increase by 50% Expected result 2: Improved quality Expected Result 3: communities develop inclusive cultures & practices /Indicator 2.1: 60% improve academic results Indicator 2.2: CWDs who repeat academic year will decrease by 50% Indicator 2.3: 70% of university students, in-service Indicator 3.1: communication campaign that reaches at least 20% oFpopulation Indicator 3.2: schools respond to 20% of complaints on discrimination teachers involved in training J\& lack of inclusive services commissions. Disability is assessed through the ICF instrument. RED/EO commissions provide recommendations to schools.Assessment with ICF instrument is an important mechanism for inclusion, as it takes into accounts the student's functional difficulties which may affect the student's abilities for learning. The school principal sets-up the school commission for CwD and appoints the members. The RED/EO commissions recommends the need of an IEP for each CWD , whereas the school commission designs it together with teachers (primary, subject and supportive teacher) and school psychosocial team (which heads the commission), which is a document approved by school principal. Parents participate in IEP compilation, as well. IEP is the main mechanism for the provision of adapted curriculum to CwD. IEP has objectives on learning and socialisation. It is provided at the beginning of the school year, and assessed at the end of each semester. Teachers are trained on disability and other special educational needs, such as learning difficulties.They identify the learning difficulties with different instruments learnt during training sessions, such as observation and use of check-lists.Teacher professional training on Inclusive education is provided by Korea and Elbasan University centres. Pre-service teacher training programmes have been updated and contain modules on inclusive pedagogy. The new master programme in teaching at the University of Korea has a minor profile on supportive teacher. School principals are trained to use the index for inclusion for the self-evaluation of schools and to draw school inclusive policies/plans/measures incorporated at the mid-term school plans, approved by RED/EO. Regular schools have established contacts with special schools to promote inclusive practices. Supportive teachers observe special education practice in special schools and pre-service teacher students do internships in special schools to gain practical experience of theory. In relation to quality of education the project has contributed to the improvement of teaching methods and pedagogical skills of in-service teachers. School principals have been assisted to develop school policies with regard to Inclusive Education and have dedicated space, time, human and material resources to it. Faculties of Education have been assisted to embrace the Inclusive Education philosophy for all their programmes and developing new courses with special focus on the issues related to inclusion of CWD. The faculty staff has been trained to revise and adapt the curriculum both in pre-service and in-service teacher's education. The community participation has increased due to a multitude of local initiatives of Inclusive Education. Parents have played a decisive role on Inclusive Education at policymaking and practical level. They have given an impetus to the programmes of Inclusive Education and are advocating for children rights to education. Schools have carried out awareness-raising activities for promoting inclusive education. Students have been very active in outreach and public awareness-raising campaigns for Inclusive Education, as well as local services and CSOs have set up community-based services for CwD and linked them with schools. The project has carried out many awareness-raising activities to raise awareness of the community on CwD rights.The interventions have contributed to the reduction of the level of stigma, discrimination and bullying toward CwD. Furthermore, the project has worked to protect children with special educational needs, who are at risk of marginalisation and social exclusion, by cooperating with other stakeholders at community level, such as CPU, social services, health services and civil society. Inclusion of these children in the system of education is a precursory step towards further inclusion into society. 'Save the Children, 201 7, press notification given at international conference on inclusive education held in 29 May 20/7, in Tirana 2The term disability in the project refers to the definition of National Strategy for Persons with Disabilities 2004-20015: Persons with disabilities include those, whose physical, mental, intellectual or sensory impairments, compared with the typical age, last longer than six months and which in interaction with various barriers may hinder their full and effective participation in society on an equal basis with others.This definition is compatible with UNCRPD andWHO definition of disability. 3The project makes reference to the National Strategy of People with Disabilities 2005-2015 4The Law on Pre-University Education 20/2 and the By-Laws (the secondary legislation, especially Normative Provisions of 2013) I I Project Background Introduction The project "Inclusive Education for children with special educational needs in Albania" was implemented in 28 pre-university public educational institutions and in 2 Faculties of Education the Universities of Elbasan and Korca.The project's overall goal was to promote Inclusive Education of children with disabilities2, as foreseen by National Strategy for People with Disabilities3and the by national legislation on pre-university educationOTie project has brought significant change regarding access, quality of education and community participation for inclusive education. The project interventions have contributed to the capacity building of key actors of education: policy-makers at central and local level, education professionals (teachers and psychosocial service providers) and parents. At the policy level, the Regional Education Directories have been empowered to implement inclusive education. Overall Coal is: Promoting Inclusive Education for children with special educational needs in Albania, at community and institutional level, as foreseen by the National Strategy for Persons with Disabilities, and by the national legislation on pre-university education. The indicator is that by the end of the project, the number of children with special educational needs5 (SEN)enrolled in mainstream primary schools will increase by 20% in at least 6 regions of Albania and the national rate of school dropout6of children with disabilities will be reduced by the end of project, in 2017. Purpose is: Contributing to the inclusion of children with disabilities7 and learning difficulties of school and pre-school age in 6 regions of Albania. The indicator for the accomplishment of the purpose is that the number of children with disabilities who are enrolled to, attend mainstream schools, and progress in the target schools will increase from 59 to200 by the end of the project, in 2017. Expected results are: improved access, quality education and community participation. The Ist result: Improved access of children with disabilities and learning difficulties to primary schools and kindergartens in 6 regions of Albania, is measured through 2 indicators: (I) By the end of the project, the number of children with disabilities and learning difficulties who complete kindergarten and are enrolled to primary schools will be increased by 50% in the areas covered by the project; and (2) the number of CwDs who benefit from Individual Education Plans (IEP)8 in the target schools will be increased by 50%. The 2nd result: Improved quality of Inclusive Education in primary schools and kindergartens in 6 regions of Albania, measured through 3 indicators: (I) By the end of the project, 60% of the children with SEN included in the target schools will improve their academic results thanks to the implementation of lEPs; (2) The number of CwDs and children with learning difficulties who repeat the academic year will decrease by 50% in target schools by the end of the project completion; and (3) 70% of the university students and in-service teachers involved in the training activities of the project will build on their skills and apply inclusive teaching methods, such as peer-tutoring, cooperative learning, group work, lEPs. The 3rd result: Local communities and institutions are aware and willing to work together to develop inclusive cultures and practices in schools and in the society, measured based on 2 indicators: (I) awareness of the right of CwDs and children with learning difficulties to education is increased thanks to a communication campaign that reaches at least 20% of the Albanian population in the areas covered by the project; and (2) by the end of the project, target schools will take concrete to respond to at least 20% of the complaints received in relation to discriminatory behaviours or lack of inclusive services for CwDs. Methodology The research gathered data on good practices established by the projects in three areas: access of CwD in mainstream education; provision of quality education; and community participation for the promotion of inclusive practice. In response to the purpose and aim of the research, the key research questions include: • Has the project managed to enable schools and kindergartens (both henceforth referred to as 'institutions') to respond to the special educational needs of children with disabilities/SEN in their local communities, and provide access and quality education? • Has the project managed to enable institutions to support all disabled/SEN students' participation in meaningful learning opportunities to reach their full potential and social inclusion? • Which are the positive outcomes of these projects? • What have been the barriers to project implementation? • What lessons can be drawn from both positive examples and current barriers, to support further improvement of the quality of education for children with disabilities? Key sub-questions for the investigation were linked to the overall project aims and operational parameters focusing on the following questions related to programme results: • Institutional culture o Has the institution developed an open admission policy foreseeing access for all children with disabilities/SEN? o Are attitudes of teachers, parents and school governors open to accepting and providing quality education for all children with disabilities/SEN? • Institutional policy o Has the institution developed a policy for ensuring inclusion of all children with disabilities/ SEN? o Has the institution developed a policy for assessment of all children's specific learning needs? o Has the institution developed a policy for ensuring adequate and appropriate support to all children with disabilities/SEN? • Institutional practice o Are assessment strategies effective to identify specific learning needs and children's strengths? o Are teaching strategies adapted to the needs of all learners with disabilities/SEN? oAre teachers adequately trained to support all children with disabilities/SEN in class? Study sampling The sample was selected in consultation with project team and MEDPAKfacilitators.The study collected qualitative data on several subsets of samples, as follows: a) MoES specialists; b) RED/EO representatives: directors, curriculum specialist, psychosocial service, members of multidisciplinary assessment commissions; c) School and kindergartens staff: school principals, members of the school commissions for children with disabilities, teachers of primary and preschool education, subject teachers, class teachers, supportive teachers, coordinator teacher of student government, school psychosocial service; d) Parents of CwD and their organisations/groups; I 13 e) Students: students with disabilities and learning difficulties, peers, students' council; f) Local stakeholders: municipal representatives, social service specialists, CPU, social service providers, NGOs, health service, elected officials; g) University staff of faculty of Education: faculty staff of Korea University "Fan Noli"; h) Project team: project managers, MEDPAK facilitators. The sample was highly representative as the research covered all the regions, urban and rural areas, kindergartens and schools. The sample included 17 institutions: 7 kindergartens and 10 schools. The selection of sample considered the balance of geographical representations of institutions, according to the project target division in urban and rural areas: I I institutions were chosen in urban areas and 6 in rural areas (the list of visited educational institutions is in Annex). Instruments For the purpose of this study the following instruments have been used: I) Interviews: The interview guide contained questions on: professional capacities, work and cooperation experiences, areas for improvement of current practices, existing referral mechanisms, and cooperation with parents and the local community. The purpose of the interview guide was to examine the existing support services and referral mechanisms of relevant institutions and their professionals: 2) Focus groups: The focus group methodology was used to gain deeper understanding of the cooperation mechanisms of different institutions, CSOs, and of their capacities to provide support to children with disabilities; 3) Observation: the observation took place in classrooms and school activities to understand the functioning of IEP and the level of socialisation of CwD with their peers; 4) Desk review such as analysis of legislations, policies, reports and statistics on Inclusive Education produced by official entities, and publications/reports of Save the Children on Inclusive Education. Procedure The data collection took place in March-May 2017. Observation, interviews and focus groups were organised in 17 target institutions. In order to ensure data accuracy the questions were tailored to the subset of participants, as following: Interview questions for school/kindergarten principal: - number of children with disabilities attending school/kindergarten; - role of principal in the process of inclusive education; - implementation of legal provisions and policy guidelines on education; - professional development of teachers and staff training; - cooperation with community stakeholders; - problems and barriers towards inclusion and potential solutions. Focus group questions for RED/EO multidisciplinary assessment commission members: - procedures of identification and assessment; - commission role for Inclusive Education practice; - provision of in-school and out-school support; - professional training of the commission members; - issues related to the implementation of recommendations; - cooperation with community stakeholders; - issues to be resolved; Focus groups questions for CwD school commission members: - identification and assessment of the educational needs of CwD; - provision of an IEP:to whom is it provided? - application of the core curriculum; - commission team work and division of tasks; - cooperation between the class teacher and supportive teacher - cooperation with parents; - problems to quality education and solutions; Focus groups questions for students (the focus group discussion began with a warm up session focusing on questions about what do they like in school or do not like, how do they want the school to be like, etc.) - what do you know about inclusive education; - is your class/school inclusive; - what do you think about the education of peers with special educational needs; - how do you help them; - how do you promote inclusive values; - problems towards inclusion. Focus group questions for parents: - satisfaction with the level of school inclusion; - appropriateness of teaching methods; - appropriateness of curriculum; - parental support for the IEP; - participation in school commission for CwD; - monitoring school service; - level of knowledge about laws and strategies on inclusive education; - cooperation with school staff (principal and teachers); - cooperation among them for advocacy actions; - cooperation with community stakeholders; - obstacles to inclusion and recommendations for removal. Interview questions for local authorities: - cooperation with schools; - support to inclusive practices at school and community level; - CBS and CBR in community to support inclusion of CwD; -Ways to support Inclusive Education in kindergartens and schools; - Problems and solutions. Interview questions for ministry specialists: - Implementation of laws and strategies on education; - Role of ministry in promoting Inclusive Education; - School policies support for Inclusive Education; - Current positive practices of Inclusive Education; -Teacher professional development for Inclusive Education; - Statistics on students with special educational needs; - Problems towards Inclusive Education and possible solutions. Interview questions for CBS providers: - Profile of service and beneficiaries; - Areas of activities and typology of services; - Relation of activity to Inclusive Education; 15 - Cooperation with schools/parents and community stakeholders; - Recommendations for improvement. Interview questions for university staff: - Role of university in preparing professionals for Inclusive Education; - Programmes at bachelor and master level on Inclusive Education; - Initial training of pre-service teachers and Inclusive Education formation; - In-service teachers training on Inclusive Education; -Training of professionals of early childhood development and inclusion; - Cooperation between faculties/departments of education; - Cooperation with MoES agencies for programmes accreditation; - Problems towards Inclusive Education and recommendations for solutions. Document review The document review process sheds light on the current situation in relation to the status and education of children with disabilities/SEN; details around Save the Children's Education programme and its implementation; baseline information and initial outcomes. Documents reviewed include the following: • International and national standards on Inclusive Education, laws, policies, official reports, and government programmes. •Available baseline data and annual re-assessment reports documenting the programme's progress and preliminary outcomes; •A review of publications on Inclusive Education; • Reports on status of education for children with disabilities/SEN with respect to placement, quality, resource provisioning, out-of-school children, etc. • Information which included data on: children with disabilities/SEN - location, ages, school placement (kindergarten, primary, family status, type, degree and severity of disabilities); Data Analysis A content analysis was used to divide the data into context emerging themes.The data were grouped to be analysed quantitatively. Thematic analysis was used to process the emerged thematic units into narrower categories. Initial data gathered in each region was processed to be grouped into three topics: access, quality and participation. /) The categories for access include: CwD identification, school enrolment, school attendance, school retention/drop-out; removal of architectural/infrastructural barriers. 2) The categories for quality education include: provision of education for CwD in regular schools, teacher capacity for detection and assessment of learning needs, developing IEP, CwD assessment by RED/EO commission and school commission; in-service teacher professional development and pre-teacher training on Inclusive Education. 3) The categories on community participation include topics on: school cooperation with parents and community stakeholders; students' activities to counter discrimination and bullying on the grounds of disability; awareness-raising school activities; and local actors' engagement in Inclusive Education. Fig. I. Interactions between the components of ICF Health condition (disorder or disease) j: 1 Body Functions and Structures I Activities Participation J Environmental Factors Personal Factors according to OECD, the three categories identified as having Special Educational Needs (SEN) are:a) disability (due to organic causes), b) difficulties (emotional and behavioural difficulties and specific learning disorders), c) disadvantages (due to problematic socio-economic and cultural situations). In this text, when referring to children with SEN, we mean both children with disabilities and those with learning difficulties. 6Equal to 7%, according to the report of the Ministry of Education and Science,"0 Drop-Out - Report 2011". 7Art I CRPD:"Persons with disabilities include those who have long-term physical, mental, intellectual or sensory impairments which, in interaction with various barriers, may hinder their full and effective participation in society on an equal basis with others". SIEP is the acronym used and stands for Individual Education Plan 'UNESCO (2005) Guidelines for Inclusion: Ensuring Access to Education for All Children, Author, 7, place de Fontenoy 75352 Paris 07 SP, France, http:ilunesdoc. unesco.org/imageslOO 1410014021140224e.pdf '"UNECSO (1990) TheWorld Declaration of Education for All, Framework for Action to Meet Basic Learning Needs, adopted by theWorld Conference on Education for All Jomtien, Thailand, http://unesdoc.unesco.org/images/00121001275112 7583e.pdf "UNESCO (2005) Guidelines for Inclusion: Ensuring Access to Education for All Children SECTION II: THEORETICAL OVERVIEW OF INCLUSIVE EDUCATION Definitions of Inclusive Education Inclusive Education is a global agenda that has gained support in many countries. UNESCO defines Inclusive Education as a process of addressing and responding to the diversity of needs of all learners (UNESCO, 2005)'. Inclusion of all learners is ensured through increasing participation in learning, cultures and communities, and reducing exclusion within and from education. Inclusive Education involves changes and modifications in content, approaches, structures and strategies of education. Inclusive Education shares the vision that the education should cover all children of the appropriate age range. It conveys the conviction that it is the responsibility of the regular education system to educate all children without discrimination. Providing "Education for All" means ensuring that all children have access to basic education of good quality (UNESCO "The World Declaration of Education for AN" 1990)°. Education for all (EFA) implies creating an environment in schools and in basic education programmes in which children are both able and enabled to learn. Such an environment must be inclusive, effective, friendly and welcoming with children, healthy and protective and gender sensitive.The development of such child friendly learning environments is an essential part of the overall efforts by countries around the world to increase access to, and improve the quality of their schools (UNESCO, 2005). EFA argues that regular schools with an inclusive orientation are:"...the most effective means of combating discriminatory attitudes, building an inclusive society and achieving education for all".Therefore,the move towards inclusion is not simply a technical or organisational change, but also a movement with a clear philosophy. It is important to highlight that EFA does not automatically imply inclusion. Properly understood inclusion is precisely about reforming schools and ensuring that every child receives quality and appropriate education within these schools. UNESCO provides three justifications why Inclusive Education is the best alternative: First, there is an educational justification: the requirement for inclusive schools to educate all children together means that they have to develop ways of teaching that respond to individual differences, and from which benefit all children. Second, there is a social justification: inclusive schools are able to change attitudes toward diversity by educating all children together, and form the baseline for a just and non-discriminatory society.Thirdly, there is an economic justification: it is less costly to establish and maintain schools that educate all children together than to set up a complex system of different types of schools specializing in different groups of children". Access to universal education is a prerequisite for inclusive education, but solely access does not suffice. To achieve Inclusive Education objective, besides access to education, children have to learn in common settings, because learning from peers is equally important to their education as is learning from teachers and books. As per UNECSO Guidelines for Inclusion: "The fundamental principle of EFA is that all children should have the opportunity to learn, while the fundamental principle of Inclusive Education is that all children should have the opportunity to learn together". However, Inclusive Education is not restricted only to provision and placement, but expands those boundaries. Outcomes of Inclusive Education are equally important, as they inform about the quality of learning,2.AIthough Inclusive Education is the best alternative for all, it is l2Save the Children (2010) A school for all: Lessons Learnt from Regular Schools implementing Inclusive Education in Albania, Authored by Poni, M., Ndrio, M., Koka, Z,Xhamo, M., and God, R, Cela, R, https:llalbaniasavethechildren.net/siteslalbania.savethechildren.netlfilesllibrarylA%20Schoo l3ldem l4UNCRPD (2006) and CRC (1989) provide a framework for a rights-based approach to education for all children. I5UN, the Universal Declaration of Human Rights (1948) Article 26:""Everyone has the right to education... Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Education shall be directed to the full development of human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.", http://vvvyw.ohchr.org/EN/UDHR/Documefits/UDHR_ Translations! eng.pdf a necessity for children with disabilities and learning difficulties. It brings them to the common setting of learning with other children and boosts their academic results, social skills and self-confidence. Inclusion emphasizes the provision of opportunities for equal participation of persons with disabilities (physical, social and/or emotional), whenever possible into general education, but leaves open the possibility of personal choice and options for special assistance and facilities for those who need it. Inclusion is "rights-based" rather than "needs-based" driven. Focusing on a 'needs-based' model of disability, which uses remediation and compensatory approaches, fails to increase the capacity or capability of schools and education systems'3. The "rights-based"Mmodel of disability focuses on the full development of the human personality and on the strengthening of respect for human rights and fundamental freedoms'5. It orients education to promote mutual understanding, tolerance and friendship. The "rights-based" model makes use of non-discriminatory approaches to education that lead to the fullest possible social integration of learners with disabilities'.Therefore, Inclusive Education offers the best educational opportunities for them17. Broader meaning of Inclusive Education Although Inclusive Education is usually meant as education of learners with disabilities and learning difficulties in regular schools, the meaning of Inclusive Education is broader. As per the definition of UNESCO (2009): "Inclusive Education is a process that involves the transformation of schools and other centers of learning to cater for all children'. However, looking at inclusion as a generic frame, the definition of UNESCO may overlook the specific needs of children with disabilities whose interests are capital in inclusive education. Social model drained the spirit of the UN Convention on the Rights of People with Disabilities (UNCRPD, 2006),8where Inclusive Education is seen as prerequisite to social inclusion and it should be provided within the general educational system (Article 24 on Education).As per the definition of UNCRPD, the main outcomes of Inclusive Education are: (i)The full development of human potential and sense of dignity and self-worth, and the strengthening of respect for human rights, fundamental freedoms and human diversity; (ii) The development by persons with disabilities of their personality, talents and creativity, as well as their mental and physical abilities, to their fullest potential; (iii) enabling persons with disabilities to participate effectively in a free society (Article 24). Such a definition implies some necessary steps, such as embracing diversity of all learners, improving policies and practice, widening access to education for excluded and marginalized children to mainstream education and applying a shared curriculum of culture. Based on this definition, it follows that inclusion is called to challenge segregated special education for people with disabilities by promoting a child-centred rather than a professional-oriented education. Instead of fitting children to the existing forms of special education, inclusion urges that the educational system should fit to children's needs. The aspiration for inclusion in education derives from the social model of disability that discredited the exclusionary practice of segregation established by the psycho-medical model whose legacy had negative impact upon the life of people with disabilities.The inclusion principle in education concerns first of all children with disabilities who face much resistance to be included in mainstream education. Inclusive Education intends to create a "school for all". Characteristics of "a school for all" include "UN, the United Nations Convention the Rights of the Child, CRC (I 989), Article 23: that children with disabilities should have:"effective access to and receive education, training health care services, rehabilitation services, preparation for employment and recreation opportunities in a manner conducive to the child's achieving the fullest possible social integration and individual development, including his or her cultural and spiritual development", http:llwww.ohchr.orgl ENIProfessionallnter-estJ Pagesl CRC.aspx "UN, United Nations Convention on the Rights of Persons with Disabilities UNCRPD (2006), Article 24 states that inclusive education offers the best educational opportunities for learners with disabilities, https:llwww.un.orgldevelopmentldesaldisabilitieslconvention-on-the-rights-of-persons-with-disabilities.html '"Albania ratified UNCRPD in 20/2. "Save the Children (2002) Schools for All Including disabled children in education, http:llwww.savethechildren.org.uklsitesldefaultJfilesldocslschools_for_all_l.pdf 19 exercising flexibility with regard to the individual pupils' capabilities and placing their needs and interests at the core. The school for all is therefore a coherent, but differentiated learning environment, where real participation and fellowship are experienced and actively promoted.The development of children can best take place in an environment where self-esteem and positive conception of oneself are strong. Placing the pupils with disabilities and learning difficulties at the centre implies a dual benefit for them: they will receive due support to learn, and hence they will learn with other children. Furthermore, the presence of them in regular schools engages pupils supporting one another and develops pupils' social competence and solidarity. Learning with children with disabilities and learning difficulties, peers become aware not only of their difficulties, but of their abilities and strengths. Moreover, in an inclusive environment, children learn to perceive differences as opportunities for learning. Inclusive Education has three main components: access, quality and community participation (Save the Children,2002"; USAID,2016)M. In countries with scarce resources, Inclusive Education has been developed by using cost-effective measures, such as: (a) train-the-trainer models for professional development; (b) connecting university students in pre-service training institutions with schools for their practical experiences; (c) converting special needs education schools into resource centres to provide expertise and support to clusters of general education schools; (d) capacity building of parents and linking with community resources; and (e) utilizing children themselves in peer programmes. SEN and Models of Disability Inclusive Education has become a global agenda (Pijl, Meijer & Hegarty, 1997). As a result of the Inclusive Education policy more children with disabilities are being educated in mainstream schools. The policy is imposing a radical change to the general education system trying to adapt it to the diversity of learners. Innovative policies are often followed by resistance as they imply a changing of the status-quo and traditional values (Ainscow, Farrell & Tweddle, 2000). The change implies transformation of teachers' attitudes towards children with disabilities as potential learners in mainstream schools. The educational direction for children with disabilities changed from special into integrated education, by 1970, after since the adversary effects of special educational practice into the socialization and achievements of children with disabilities were observed. Special education came firstly under critique of scholars with disabilities based on social model of disability which was created by UPIAS (1976).The social model held the psycho-medical model responsible for drawing division boundaries between people into normal and abnormal, valued and devalued, educable and uneducable, special and typical that resulted into exclusion of people with disabilities from society (Barnes, 1990; Barnes 2007; Deal, 2007; Finkelstein, 2002; Oliver, 1986; Wolfensberger, 1996). By locating the problem inside the person and pathologysing the difference, under the guise of care, the medical model expelled people with disabilities out of the collective space (Arm strong, Arm strong & Barton, 2000) and confined them in segregated institutions for rehabilitation and education where control over life was lost and dependency were taught (French and Swain, 2004).The social model considers disability and labels associated with them as historical social constructions and not inherent qualities of a person. The social model challenged the ideology of medical model which under benevolent intentions, indeed added to the stigma and produced social disabilism (Oliver, 1992; Priestley, 1998; Thomas, 2004). Social model influenced a lot the shift of disability paradigm and inclusive education. However it has been criticised for disembodiment of disability (Shakespeare & Watson, 2002; Beckett, 2006) which may have a negative impact on the needs-based support strategies. Another critique comes from critical sociology which revealed the political dimension of oppressive 20USAID (2010) Best Practices in Inclusive Education for Children with Disabilities:Applications for Programme Design, Author: Lyn Losert, http:llpdf.usaid.govl pdf_docslPA00HPH4.pdf nature of special education. Challenging special education on the ethical grounds, sociologists questioned the'egalitarian' philosophy and benevolent pedagogy of special education (Tomlinson, 1982; Barton, 1988; Barton, 1996; Barton 2006).The notions of deficit, sub-normality, and special needs came under critique as prejudices that reduced people with disabilities capacity on what they cannot rather on what they can do. Additionally, schooling plays a significant distributive role in reproduction of economic, cultural and social inequalities (Barton, 2005) and special education through the process of exclusion has reinforced inequity for children with special needs. Sociological perspective has played an important role in discovering the underpinning philosophy of special education and the economic, political, and social interests associated with it, however it does not help classroom teaching strategy (Clogh &Corbett,200l). In education the psycho-medical paradigm has been replaced by the interactive paradigm (Clark, Dyson, Millward & Skidmore, 1995) considering both, the child needs and the educational circumstances, important for integration. Although integration has been a better practice compared to segregated education, the problem of quality of education and friendship of integrated children has been persistent. The integration practice showed that children were physically present, but did not participate emotionally or socially to the group of peers. Rather than affective belonging to the school community, the integration of children with disabilities resulted in a location shift from special to regular schooling. Therefore, to avoid the negative impact of integration, another concept emerged: Inclusion, which meant a'true integration' (Farrell, 2001:7) where children belong and learn together. ICF2' builds a multi-perspective approach to the classification of functioning and disability as an interactive and evolutionary process (WHO, 2004).There is a growing realization that, for the majority of students, the environment plays a significant role in disabling these students.The new International Classification of Functioning and Disability (ICF) developed by the World Health Organisation (WHO) organises disability along two dimensions: (i) functioning and disability (including body functions/structures and activities/participation in society); (ii) and contextual factors (environmental and personal). This definition shifts the focus from disability as an innate deficit to disability as constructed through the interaction between the individual and the environmentThis conceptual model of disability encourages focus on kinds and levels of interventions appropriate to the disablement needs of individuals within specific contexts, and is consistent with the social model of disability that is upheld by disability rights organisations and many disabled people. From Special to Inclusive Education The origins of inclusion as it is known today are found in Special Education. The development of the field of special education has involved a series of stages during which education systems have explored different ways of responding to children with disabilities, and to students who experience difficulties in learning (UNESCO,2005). In some cases, Special education has been provided as a supplement to general education provision; in other cases it has been entirely separated. In recent years, the appropriateness of separate education systems has been challenged, both from a human rights perspective and from the point of view of effectiveness. The current debate and contemporary research inform that inclusion practice is strongly influenced by the school culture mirrored at the teaching philosophy22(Jordan,A., Shwatz, E. & Mc Ghie-Richmond, D, 2009; Forlin, C, Earle, C, Loreman.T. & Sharma, U., 201 I). By shaping the pedagogy and didactic methodology the teaching philosophy creates the conditions for an inclusive culture in formal educational 2lWorld Health organisation (2004) ICF, International classification of functioning disability and health: children Sc youth version (ICF-CY), Author, http:llapps.who.intl irislbitstreaml 106651437371119789241547321 _eng.pdf 22Forlin, C, Earle, C, Loreman,T. & Sharma, U. (2011) The Sentiments,Attitudes and Concerns about Inclusive Education Revised (SACIE-R) Scale for Measuring Pre-ServiceTeachers'Perceptions about Inclusion. Exceptionality Education International, 21(3), 50-65;Jordan,A., Shwatz, E. Sc Mc Ghie-Richmond, D., (2009) Preparing teachers for inclusive classrooms.Teaching andTeacher Education, 25(4), 535-542 settings.Teachers are seen as agents of social change and key to inclusion (Fullan, M., 2007)23. The school culture is conveyed to children by educational professionals, especially teachers that are the most influential actors in creating an inclusive environment due to direct contact with students. Although the ethical grounds of inclusion are largely shared by teachers, evidence from research indicates that the implementation is facing resistance and is creating contradictory feelings and views among them. Amongst other barriers, teachers' attitudes are considered to be the most difficult ones. A compelling body of research demonstrates that teachers hold negative attitudes towards implementing inclusion and do not see inclusion as a principle that should be followed (Wisner & Mazurek, 2005). Several studies have revealed that negative attitudes of teachers and adults (parents and other family members) are the major barrier to inclusion; children do not have prejudices unless adults show them (Avramidis, E., Bayliss, Ph. & Burden, R., 2000). However, attitudes are not inflexible and may change as a result of interaction with children with disabilities (Forlin, 2010). The positive attitudes are strong predictors for Inclusive Education (Avramidis, Bylis & Burden, 2000). Nevertheless, review of literature shows greater evidence of positive attitudes towards ideology of inclusion, but no evidence of total inclusion in educational provision (Avramidis & Norwich, 2002). The inclusion policy places a huge responsibility on teachers as far as implementation is concerned, meaning that teachers do not only have to accept the ethics of inclusion, but have to make it a reality in their classroom, and for teachers having not experienced working with children with disabilities the policy pressure may bring about tensions. In a study of educational practitioners attitudes towards inclusion, in USA, UK and the Netherlands, Norwich (2008) discovered that the policy tension created dilemmatic positions among them, especially to practitioners in the Netherlands who confirmed to recognize limits to inclusion and the gap between ideas and practice of inclusion, especially for the placement of children with severe disabilities. Inclusion today is a rights-based approach that allows children to attend mainstream school and be fully included in its academic and social process (Mittler, 2000). Since 1990, many scholars share the idea of Inclusive Education (Ainscow, 1991 ;Allan, 1999, Booth, 1999;Clough & Corbett,2000; Dyson, 1990; Slee, 2001).Thus, introducing inclusion as a guiding principle has implications for teachers' attitudes. Shared values make cooperation possible, just as lack of them makes it difficult for people to work together. However, when common values lack, common interests, which are precursors to values, may substitute them and in daily life are often a significant driving force. Changes in attitudes involve significant changes in conceptions and role behaviour. Among other factors, this is why change is so difficult to be achieved. Thus, it is the regular teacher who has the utmost responsibility for the pupils and their day-to-day learning. Nevertheless, it is the responsibility of the Ministry of Education to ensure that school-accessible and child-centred programmemes are elaborated, implemented and evaluated. The outcome of such programmemes and the results of their evaluation will facilitate new incentives and ideas for teaching. Despite the high profile that is given to the subject, the whole issue of inclusion remains extremely contentious and there is a whole range of contradictory views and practices (Farrell, 2001; Mittler, 2000; Ainscow, 1999). Although the term allows for different definitions, many authors agree that inclusion is a process, not a single movement or ideology (Clough and Corbett, 2001). Inclusive Education is about participation of all children and young people and reducing exclusion from culture, curricula and communities of learning (Barton, 1985; Barton, 2005; Booth, 1999; Clough & Corbett, 2001). Inclusion seems to be less concerned with supposed needs rather than rights (Thomas & Loxley, 2007). However, the rights-based perspective may sound naive, unless followed by an adequate support for children in the mainstream schools (Ainscow, Farrell &Tweddle, 2000). This concern reflects the needs-based approach that argues for a specific support to the child based on his/her impairmentThe dichotomy between the rights-based and needs-based approaches over inclusion and exclusion is an artificial concern because both contribute to inclusion when advocating for social justice, democracy equality, and the right to be the same and different (Ravet, 201 I). Moreover, Inclusive Education is foremost an ethical issue, otherwise it can be reduced to a technical issue (Allan, 1996; Lunt and Norwich, 1999; Armstrong et al, 2000). Measuring learning output only through indicators of quantitative assessment, such as numeracy and literacy limits Inclusive Education into a technical issue.This is how school assessment works. Most assessments fail to measure emotional growth of learners or their development in terms of values and attitudes, generally agreed-upon indicators of quality of learning processes and the environment. Furthermore, there is a risk that assessment of learning only describes outputs or aspects of learning that are relatively easy to measure and ignore aspects that are more important, but difficult to measure. Numeracy and literacy skills are often measured, which is not the case of social skills and the societal impact of education. The focus must be placed on supporting education and teachers' education aligned to inclusive approaches to support societal development, thereby ensuring that each citizen is able to participate effectively in society (UNESCO, 2009). Inclusive Education Framework Inclusive Education is an education system that accepts all children equally and provides them with the best quality education possible.Although all children from vulnerable social groups have specific needs to be addressed by inclusive education, children with disabilities and learning difficulties have more. Disability is the main category of special needs.Therefore, Inclusive Education promotes the process of including children with special needs (who are disabled or otherwise disadvantaged) into the regular education system where they should join their peers in a learning process that is most conducive to their needs (USAID, 2010)24. Inclusive Education is defined as a strategy for addressing and responding to the diverse needs of all learners by increasing participation in learning and reducing exclusion within and from education. Since 2004, educational policies are being oriented by Inclusive Education Framework which is a conceptual guide to Inclusive Education Development25.The framework may be used as a conceptual map for educational planning and evaluation in concert with instruments, such as the Index for Inclusion". 23For a more complete list on literature please refer to bibliography. 24USAID (2010) Best Practices in Inclusive Education for Children with Disabilities:Applications for Programme Design,Author:Lyn Losert, hup'J lpdf.usaid.govl pdf_docslPA00HPH4.pdf 25EFA 2004WB ICF 2004 Inclusive Educations EFA Strategy for All Children, Susan J. Peters.WORLD BANK, ple:IIID:ISave%20the%20ChildrenlliteraturelEFA%20 WB%202004%20lnclusiveEdu_efa_strategyJor_children.pdf 26EFA 2004WB ICF 2004 Inclusive Educations EFA Strategy for All Children, Susan J. Peters.WORLD BANK, ple:IIID:ISave%20the%20ChildrenlliteraturelEFA%20 WB%202004%20lnclusiveEdu_efa_strategyJor_children.pdf SECTION III: LEGALAND POLICY FRAMEWORK Current situation Since 2005, the Albania government has adopted the National Strategy on Education, pledged to achieve Education for All (EFA) by 2015, aiming at providing to all children full access into a quality education (MoES, 2004).'Education for AN' is one of the targets in establishing societal cohesion and stability, and it is also perceived as a prerequisite for: (i) the development of equal opportunities; (ii) education for democracy; (iii) social inclusion; and (iv) inclusive education.Whilst EFA is concerned with the nature and purpose of schooling for all children, practical issues of how education system is going to address the individual needs and differences of children with special education needs are being addressed through inclusionary practices. Among other interventions, the government has outlined as a priority the rights-based reform of educational policies to prevent marginalization of excluded groups, including children with special needs (MoE, 2012). Inclusive Education was indorsed by the National Strategy on Pre-University Education (2004-2015) and the Law on Pre-university Education (2012). Until 2000, the discourse on IE was confined to SEN, and access of children with disabilities in regular schools was limited. Inclusive Education concept was not explicitly mentioned in the National Strategy for Education 2004-2015. In response to EU accession requirements, MoES drafted a 2009-2013 Action Plan to address access to education for marginalized groups of children (those who drop-out, children suffering from blood feud, children with disabilities, Roma/Egyptian children, children having no birth certificate). This plan provided access to schools rather than quality education. MoE officials as well as LEA specialists' understanding is that integration is equal to inclusion. In addition, inclusion is considered merely with the enrolment in mainstream settings and education provisions do not need to differ from the one provided for other children. Disability has been perceived as a medical issue. Due to this, education system lacks provisions and mechanisms to offer educational support in accordance with CWD educational needs.There are not reliable data on the number of children with special education needs in the country.The existing data on disability are based on a medical way of identification. Schools are lacking capacities to accommodate CwDTeachers lack knowledge on IE issues and on manner of dealing and responding to class diversity and individual children's needs; there are no mechanisms in place to identify children's special education needs either. There are few supportive teachers in the regular education system.There are no support and rehabilitation services for CwD in the schools to meet their needs, and special schools are supposed to offer the best education for CwD. Children with disabilities have low enrolment rates, whilst high dropout rates. Most of them do not attend school, as there are no support services to promote their inclusion. The Law of Pre-University Education, approved in 2012 reflected the policy requirements and standards of international conventions27. The concept of Inclusive Education is expressed in the Law of Pre-University Education as it is defined by UNESCO (2005): (i) Inclusion is a process; (ii) Inclusion is concerned with the identification and removal of barriers; (iii) Inclusion is about the presence, participation and achievement of all students; (iv) Inclusion involves a particular emphasis on those groups of learners who may be at risk of marginalization, exclusion or under-achievement. Such a definition implies some necessary steps, such as embracing diversity of all learners, improving policies and practice, widening access to education to excluded and marginalized "Constitution of 1998 provides the right to Education for All regardless of the social background; the United Nations Convention of the Rights of Child, ratified in 1992 highlights the right to be educated in the community;The United Convention on the Rights of People with Disabilities ratified in 20/2 recognizes Inclusive Education as a prerequisite for social inclusion; the National Education Strategy for 2004-2015 focused on decentralization of educational sector; the Strategy for Education for All of 2004 to achieve EFA by 20/5; the National Strategy for Children articulated the right for quality education without discrimination; National Strategy on People with Disabilities 2005-2015 promoted the right to mainstream education for all children with disabilities. children into mainstream education and applying a shared curriculum of culture. The Law on Pre-University Education reflects the UNCRPD principles which state that children with disabilities should be schooled within the general education system (Article 24 on Education)28. The inclusion principle in education concerns first of all children with disabilities who face much resistance to be included in mainstream education.Though being important for paving the path for Inclusive Education, policy alone cannot transform the system of education into a more inclusive one. Other factors, such as teachers and peers' attitudes towards inclusion are equally important. The reform initiatives in the education sector require substantial efforts from national stakeholders for further development of a teaching and learning system which is based on innovative practices (Sultana, 2008). MoES is increasingly recognizing the role of teachers for inclusive education.The Institute for Educational Development, a MoES agency, is designing programmes for professional development of teachers in cooperation with civil society partners and international expertise.The NGOs are creating and strengthening inclusive educational practice through development projects. Although education is a basic human right, still this right is not yet respected for all children with disabilities.The reasons are both cultural and resource. Parents are putting a lot of pressure to provide children with disability access in mainstreamed general education, but educational professionals are confused about the benefits of regular education for learners with disabilities. Besides attitudes, there is a myriad of problems in education provision to children with disabilities in Albania, such as: invisibility of children with severe disabilities in education, crowded ill-equipped mainstream schools, rigid undifferentiated curriculum and teachers' undeveloped professional skills in working with children with special educational needs.The number of children with disabilities is uncertain and record keeping is unreliable (Radoman et al, 2006). There is very little in the way of catering for the special needs of around 12,000 children with disabilities with the state offering services to only 9.5% of them in residential care institutions, day care centres or specialised schools (UNICEF, 2010). Children benefiting from special education are mostly with hearing and vision impairment, while, children with very severe disabilities and those with significant disabilities are invisible and receive no education services at all. Albania is still a fragile economy challenged by poverty and shortage of steady economic resources (WB.2007). For a country in difficult economic circumstances building new schools, especially separate special schools, is unlikely to happen, even if desirable. Special education sector is small and underdeveloped, represented by a total of eight special elementary schools and seven special classes incorporated to four regular elementary schools, and six smaller institutions providing residential care to 235 institutionalized children. Albania has to make significant progress to achieve the educational standards of the EU countries, which the country aspires to join. The low public expenditure on education manifests itself not only through the scarcities of material conditions of schools and unaddressed inequalities between children, but in professional development of teachers as well, whose education needs a radical change. Important responsibility for Inclusive Education is placed on teachers' agency. Teachers are amongst the most determinant factors for translating the educational policies into practice. Considering that the policy is strongly recommending Inclusive Education as a priority, and that teachers are the frontline professionals who are called to apply it, it is necessary to prepare teachers for inclusive education. Inclusion is an ethical issue imbrued with social justice; therefore it depends on teachers' attitudes and professionalism to make inclusion a reality. Educational professionals are considered to have a central role in exclusion/inclusion of people with disabilities. As front-line educational professionals, teachers' attitudes are crucial for inclusion. Teacher attitudes and tolerance are the vehicles for the 2sAs per definition the wain outcomes of Inclusive Education are:(i) The full development of human potential and sense of dignity and self-worth, and the strengthening of respect for human rights, fundamental freedoms and human diversity, (ii) The development of personality, talents and creativity, as well as mental and physical abilities, to their fullest potential;(iii) enabling persons with disabilities to participate effectively in a free society (Article 24). construction of an inclusive school and a participatory society.Their perceptions are important in shaping the attitudes of students and community, which in turn influence the access and quality of education. Inclusion implies identifying strategies for overcoming or eliminating the barriers to full participation for individuals and groups which experience discrimination, marginalization and exclusion or which are particularly vulnerable. Teachers' beliefs shape their pedagogical practice, thus if mainstream teachers undertake inclusion as an ethical project, much of the oppression against disabled students in schools would be removed (Allan, 2005). Inclusive Education is a philosophy of embracing all children diversity and responding to their needs in regular schooling.The ideals of Inclusive Education are being shared by policymakers and education professionals, but when it comes to the practicing of the ideals, the situation is not that uniform.Although Inclusive Education policy is global, the practice of including all children in regular schools is diverse and influenced by local circumstances (material and human resources, and funds). In Western countries, the first attempts to define Inclusive Education begun in 1970s as a critique of segregated special education need (SEN) that was the norm for two centuries in Europe. The locus of critique became the psycho-medical approach of disability that brought about the adversary result of social exclusion of people with disabilities.The aspiration for Inclusive Education derived from the social model of disability that discredited the exclusionary practice of segregation created by the psycho-medical model, whose legacy had negative impact upon the life of people with disabilities.The critique of SEN, especially by disability studies (social model) and critical sociology (in USA and UK), produced an association of Inclusive Education with SEN, hence providing the basis for the education of children with disabilities in regular settings.The consideration of Inclusive Education as addressing primarily (and often only) the special needs of children with disabilities, has continued for a long period of time, until after '90s, when it became clear that IE is a wider agenda of including all children in school and providing quality education to all, including children with disabilities. In Albania the concept of Inclusive Education for children with disabilities has not followed the same path as in other countries of Europe or North America. When Western countries started to criticize the segregated special education, Albania began to build the special education system for children with disabilities29. Albania has a short history of special education, which explains why Inclusive Education discourse gained importance only recently. The concept was imported from abroad and was not a genuine outcome of the in-country movement for inclusion. The ethos of inclusion and human rights is imposed from international policies through adhering process of Albania into international treaties, such as UN, Council of Europe and candidacy for membership in European Union. On the one hand, the imported policy of Inclusive Education has a positive impact on domestic policy, but on the other hand it is not fully adapted by professionals who have to practise it. Teachers may be very positive to the idea of inclusion, but they need to develop a sense of ownership in order to be able to implement it. Since Inclusive Education has not become a massive education yet, there is a huge interest in realising what the conditions for its implementation are. The initiatives of Inclusive Education are mainly developed by civil society30, with support from international community, anticipating to be spread into educational system as standards of Inclusive Education.The Ministry of Education and Sport (MoES) has been planning reforms towards Inclusive Education since 2008, based on commitments undertaken under various strategies and success of NGOs projects (Ikonomi et al.,2010)31 International Standards Albania has a solid legal and policy framework on education, which reflects the international standards on education.As a signatory of international conventions.Albania is called to apply them in the domestic legislation32. The application of the Universal Declaration on Human Rights and international human rights conventions provides the basis for protection of human rights regardless of disability, because everyone is entitled to enjoy all human rights without discrimination33, and everyone is entitled to equality before the law and the equal legal protection without any such discrimination34. The protection of people with disabilities does not require the creation of new rights or special rights for PwD people. Rather, it requires the enforcement of the universally applicable guarantee of non-discrimination for the enjoyment of all rights.Albania is at an important milestone in the integration process to the European Union and in this respect the legislation is reviewed to best match the international standards on democratic principles of equality between citizens and respect for human rights.Albania is adapting its laws to a number of EU legislative acts. 29The institutionalized treatment of children with disabilities began as early as 1963 with the establishment of the Institute for Blind and Deaf Students. Later on, after the 1970s, in the cities where there were psychiatric hospitals, the first schools for students with mild mental retardation were opened.WorldVision (2012) The right to inclusive education for children with disabilities: Analysis of the history of educational development of children with disabilities in Albania during 1945 -201 hAssessing factors that contribute to the practical implementation of inclusive education, http://ww.Org/s/tes/defau/t/p/es/Raport_Rajona/_/_Eng_Wefa.pdf 30Save the Children andWorldVision are crucial actors in the domain of Inclusive Education, together with domestic other NGOs, such as MEDPAK and Help the Life. 3llkonomi, £., Musai, 8., Sotirofski, K. (2010) Mapping policies and practices for the preparation of teachers for inclusive education in contexts of social and cultural diversity:Albania Country Report.Working Document, European Training Foundation (ETF); http:llwww.etf.europa.eulwebattnsflOICI 2578310056925B-CI25772E0029DDCEISplelNOTE85SAXQ.pdf 32According to Article 122 of the Constitution, any ratified international agreement constitutes part of the internal legal system after its publication in the Official Journal, and it is applied directly unless it is not self-executed, and its implementation requires the adoption of a law. Furthermore, according to paragraph 2 of Article 122 of the Constitution, an international agreement ratified by law has supremacy over national laws that do not comply with it Additionally, regarding signed international acts, the Albanian state at the time of their signing has made a committment to its policies and legislation in the relevant field, from the moment of signing and ratification until it is aligned, or adapted with the provisions of the act signed. 33UDHR, art 2;ICERD, art 5; ICCPR, art 2(1);ICESCR, art 2(2); CEDAW, art 3; CAT, art 1(1); CRC, art 2; ICRMW, art 1(1); CRPD 34UDHR, art 7; ICCPR, art 26. 35Council of Europe Disability Action Plan (2006-2015), https:llrm.coe.intl 16806fe7d4 Albania as a member state of the Council of Europe, is taking measures for the implementation of the Recommendation Rec (2006)5 of the Committee of Ministers for the Council of Europe Action Plan to promote the rights and full participation of people with disabilities in society: improving the quality of life of people with disabilities in Europe (2006-2015)36 and the Recommendation CM/ Rec(20l2)l3, of the Committee of Ministers to member States on ensuring quality education . Among all the international standards, the standards of UNCRC37 and UNCRPD38 are the leading guidelines of the domestic policy on Inclusive Education of children with disabilities in Albania. The European Convention on Human Rights39, the European Social Charter40 and other relevant European legal standards are keys to the Albanian legislation on children rights and institutional response to child protection.The United Nations Convention on the Rights of the Child (UNCRC)41 is the most important part of the legislation on child rights. The Convention's provisions require the establishment of legal, institutional, social and economic conditions to guarantee children full enjoyment and exercise of their rights. UNCRC includes a number of articles that entrench children's right to education.The Convention requires state parties to provide children with appropriate and accessible education to the highest level (Article 28), and to ensure that school curricula promote respect for human rights of all peoples and for the child's cultural and national identity (Article 29). Domestic Legislation and Policy Framework The fundamentals of the legal and policy framework of Inclusive Education are: the Law on Pre-University Education 201242, the Law on Inclusion and Accessibility of PwD 201443, the National Strategy on Pre-University Education 20I6-202044 and the Disability Action Plan 20I6-202045. Constitution On the top of the domestic legislation stands the constitution. Human rights are protected in the Constitution which states that "human rights and freedoms are indivisible, inalienable, and inviolable" (Article 15/1). Constitution protects human rights from violations of public service, including education.The institutions of education are legally compelled to respect students' rights and promote them in practice (Article 15/2)46.The constitution guarantees the principles of equality and non-discrimination for all (Article 18). Students shall not be discriminated against for reasons, such as gender, race, religion, ethnicity, language, political, religious or philosophical beliefs, economic condition, education, social status, or parentage. Children enjoy special protection from the state and are protected from violence (Article 54).The right to education is constitutional, as everyone is entitled to mandatory education and to the comprehensive high school public education (Article 57). The constitution provides additional protection to children with disabilities.through social objectives, by which the state assumes the responsibility: (i) to guarantee education and qualification of children and young people, according to their abilities; (ii) to provide care and help for persons with disabilities; and (iii) to provide health rehabilitation, special education, integration and improvement of their living conditions (Article 59). The Constitution has established the institution of People's Advocate (alias Ombudsman) to oversee the realization of human rights in practice (Article 60)47. Ombudsman is an independent institution which investigates violations of human rights in public institutions48. In Albania, National Human Rights Institutions (NHRI) of People's Advocate and the Commissioner for Protection from Discrimination49 guarantee the principles of equality and 36Council of Europe (20/2) Recommendation CMIRec(20l2) 13, of the Committee of Ministers to member States on ensuring quality education (Adopted by the Committee of Ministers on 12 December 20/2 at the 1158th meeting of the Ministers' Deputies) "Albania ratified UNCRC in 1992, UNCRC text http:llwww.ohchr.orglDocumentslProfessionallntereslJcrc.pdf 33Albania ratified UNCRPD in 20/2, UNCRPD texvhttp:llwww.un.orgldisabilitiesldocumentslconventionlconvention_accessible_pdfpdf 39ECHR, http:llwww.echr.coe.intlDocumentslConvention_ENG.pdf,Albania ratified ECHR on 0211011996, https:llwww.coe.int/enlweblconventionslfull-list/-l conventionsltreatyl005lsignatures?p_auth=uOk7LS05 mAlbania ratified the Revised Social Charter in 2002, https:llrm.coe.int/CoERMPublicCommonSearchServices/DisplayDCTMContent7documen-tid=090000!6805acla3 non-discrimination50.The Law on Protection from Discrimination regulates the implementation of and respect for the principle of equality in relation to gender, race, colour, ethnicity, language, gender identity, sexual orientation, political, religious or philosophical beliefs, economic, education or social situation, pregnancy, parentage, parental responsibility, age, family or marital condition, civil status, residence, health status, genetic predispositions, disability, affiliation with a particular group or any other reason (Article 2). According to the Law everyone is protected from discrimination. School discrimination, either from students towards each other or from teachers is prohibited51. Law on Pre-University Education The Law on Pre-University Education of 2012 is the main legal document on children's education in Albania.The Law aims to educate everyone52 without discrimination53 .The pre-university education system promotes human rights, in general and child rights, in particular, as the child interest overrides in any case. Students are protected from every act that causes discrimination, violence, maltreatment and moral damage54. Pursuant to the Law "On Pre-University Education", the school provides psychosocial services55. Almost in all schools the collegial bodies are established56: School Board, Parents Council, Pedagogical Council, Students' Government and Discipline Council, but their functioning remains a continuous challenge57. Regarding Inclusive Education the law states that it should lead to the full development of physical and intellectual potential of the CwD (Article 6): 1. "Education institutions provide inclusive education" (point 4): 2. "The right to quality education and equal opportunities are offered to every student" (point 5); 3. "CwD receive special care" (point 6) The law dedicates a whole chapter to Inclusive Education for CwD (Chapter XI), which contains three articles, (63, 64, and 65). 4IUNCRC, http:llwww.ohchr.orglENIProfessionallnterestlPageslCRC.aspx 42Law on Pre-University Education, Official Journal, http:llwww.arsiwi.gov.allfilesluserfileslarkivaldok-0029.pdf 43Law on Inclusion and Accessibility ofPwD 2014, Official Journal, http:llwww.qbz.gov.allbotiwelfletore_zyrtarel20l4IPDF-20l4H35-20l4.pdf ^National Strategy on Developwent of the Pre-University Education 2016-2020, Official Journal, http:llwww.arsiwi.gov.allallarsiwilshkollalstrategjia-e-zhvilliwit-te-ar- siwit-parauniversitar-2014-2020 45http:llwww.qbz.gov.allbotiwelfletore_zyrtarel20l6IPDF-20161 l24-20l6.pdf ^Constitution of the Republic of Albania, Article 15l2:"The organs of public power, in fulfilwent of their duties, shall respect the fundawental rights and freedows, as well as contribute to their realization", https:! lwww.parlawentallwpLaw on Protect/on from Discriwination, No. 10221, date 4.2.2010, Official Journal, http:llkwd.al/skedaretl 1442237534-1308053956-Ligji%20per%20wbrojt-jen7o20nga7o20diskriwiniwi.pdf 50NHRIs are elected by the Parliawent and provide annual and specific reports on huwan rights situation and antidiscriwination.They conduct investigation in two ways: either through cowplaints from victiws or through ex-officio investigation of their own initiative. 5ICPD has conducted investigation within the school system about the level of school discriwination and has drafted a special report on discriwination of students in schools of 6 regions. According to this report 17 % of students and 6 % of teachers reported cases of discriwination at school. Cowwissioner on the Protection from Discriwination (2014b) Discriwination in Education (Kowisioneri per Mbrojtjen nga Diskriwiniwi; Diskriwiniwi ne arsiw ne kendveshtriwin e Kowisionerit per Mbrojtjen nga Diskriwiniwi), http:llkwd.al/skedaretl 1443012429-Diskriw'^ jtjen7o20nga7o20Diskriwiniwi.pdf "Article 3:"The education system aiws to provide education to everyone". EFA is explicitly stated in this Article. "Article 5:"The Law prohibits the discriwination at school on the grounds of gender, race, colour, ethnicity, language, political, religious or philosophical beliefs, economic, education or social situation, age, residence, disability, and any other reason wentioned by legislation." 54Article 6:"Child's interests override; education systew protects and promotes children rights; children are protected from any form of discriwination, violence and bullying." "Article 20 on Psycho-social service in Education lnstitutions:"Local Education Authorities provide psychosocial services for children.The service assess the cases of the students with psycho-social needs and designs intervention programmes"; Order No. 344, dated 19.08.2013 "On establishing the Psychosocial Service Unit" strengthens and reorients the functioning of this service, "inspected by IKAP in 2013 "Lack of cooperation proves the lack of the proper functioning of educational institutions. Article 63 foresees the principles of education for CwD. It states that CwD education aims at full intellectual and physical development of CwD potential, and contributes to their social inclusion and later to labour market participation. Special education is temporary, while education of CwD in regular schools is a priority. While letting open the possibility for special education, the law defines that special education is only a transitory measure that should help shift to regular education, because it is the latter that ensures inclusion. CwD with visual and hearing impairments have the right to be taught and communicate in Brail and Sign Language. This means that regular schools should provide assistance58 in sign language and texts in Brail or digitalized one. Article 64 is about transition of CwD from primary education level to the middle level. It states that the education system ensures that learners with disabilities/difficulties attend the regular middle school and special school. The special needs are assessed by assessment commissions which are set-up by Local Education Authorities (LEA, usually known as RED/EO) and composed of: a doctor, a psychologist, a teacher and a specialist for CwDThe commission is set up by LEA upon parental or school principal request. Following the assessment, the commission provides recommendations on regular or special education.The choice upon education falls on parents; they decide where to send their child, either in regular or special schools.Access of CwD to education is a responsibility of MoES, implemented by LEAs. The Law provides in-home education for children that cannot attend school. LEAs decide upon home education, after the child undergoes assessment. Article 65 is about the Individual Education Plan (IEP) for CwD in regular schools. It states that CwD are supported with an IEP which is built from regular subject programmes adapted to the special educational needs (SEN). In regular schools, lEPs are designated by the school commission composed of several teachers from different disciplines and from the school psychologist. Parents participate in IEP design process, as well.Teacher assistant and rehabilitation and other specialised services are provided to CwD in regular schools59. This article reflects the principle of student-centred education and child-oriented special services. Supportive teachers are trained to work with SEN children in the classroom and with other educational activities.According to the law, the local government authorities (municipalities) should provide physical access to all regular schools and pre-school institutions.The standards of accessibility are monitored by MoES60. Normative Provisions The Normative Provisions on Pre-University Education provide the legal basis for implementation of the Law on re-University Education. They were adopted by MoES in 2013, a year after the approval of the Law by the Parliament. The provisions cover the whole range of pre-university education from kindergarten to high school.They contain the most comprehensive measures for Inclusive Education at any stage of education. Route to compulsory education The Provisions give a specific consideration to preschool education, paying attention to early inclusion before the age of 6, when most of child development occurs.The child's educational special needs are assessed in the kindergarten. The preschool teacher assesses the overall development of the child and evaluates the child's progress in several development areas (cognition, emotions, motor skills and behaviour) once in three months (per trimester). Since that early age, a close cooperation is built between teachers and parents to help the child with the homework61. The educational needs of children with learning difficulties are taken into consideration at both 5sFrom 20/7, 122 teachers, two per each municipality, will be trained to communicate in sign language and texts in brail!digital version will be prepared by 2020, as foreseen by the National Action Plan on Disability 2016-2020. 59Starting from 2017-2020,24 specialists of rehabilitation services (physiotherapists and SEN specialists) will be trained to work as trainers of trainers for rehab and SEN in regular schools, as foreseen by the National Action Plan on Disability 2016-2020. compulsory and elective curriculum. Core subjects and optional subjects are adapted to the learning skills of the child to maximise his/her learning outcomes. For children with learning difficulties, the complementary teaching support, called reinforcement hours, is provided62.These reinforcement hours strengthen the learning skills and address the learning needs of child.The reinforcement is based on common (core subjects) curriculum and is part of teaching norm. The compulsory education starts at the age of 6, when the child is enrolled to education system63. The responsible institution for the first enrolment64 is the local educational authority (LEA65), which compiles the lists of school-age children in the territory of its jurisdiction. In April, LEAs receive the primary lists from the health centres and civil census bureau, and in May, LEAs send the list to all schools to begin the identification and the first registration of school-age children. In September, LEAs receive the enrolment lists from schools and verify the non-registered children, and send it to the area police officer and local administrator for address identification. By mid-October, LEA sends the list of located children to schools for contact and enrolment. For identification of non-registered children LEA cooperates with the local NGOs that work in the area and with the CPU (municipal child protection unit). The special educational needs are addressed in regular school through several ways66.The class teacher defines along with parents the support needed for child's learning needs, the learning reinforcement work and Individual Education Plan (IEP). The school principal and the class teacher provide class work support to the child, engaging Supportive Teacher (ST), parents (as volunteers) and students' government. In order to evaluate the learning outcomes, the school organises monthly meetings with teachers of 1st, 2nd and 3rd grades who brief on child progress, measured against the plan objectives. Tests about child learning progress are conducted 3 times a year to evaluate the pitfalls and success in basic knowledge in literacy and numeracy67. Children are assessed for academic achievements and progress in general skills and behaviour68. During the compulsory education, students with learning difficulties are supported with an lERAfter completion of compulsory education (which lasts from I st-9th grades) students with learning difficulties continue attending high school (upper middle level, IOth-12th grade69) . ST is provided for students with learning difficulties on the basis of educational needs, by the school principal. STs collaborate with subject teachers to maximise the learning outcomes. Students may complain about violations of their rights, discrimination and bullying in school in writing.The schools should have internal policy rules for the functioning and for different domains. Law on Inclusion and Accessibility of PwD The Law on Inclusion and Accessibility of PwD proclaims inclusion as the ultimate goal of the human rights enjoyment of PwD. It states equal opportunities and personal choice as basic conditions for PwD to be included into mainstream society. PwD have the right of autonomy and self-decision upon their life and are fully entitled to independent living with due support. The Law aims to protect and provide access of PwD to human rights and to facilitate their full participation in social and economic '"According to the National Action Plan on Disability 2016-2020, by 2020 all education institutions will be accessible. 61 Chapter I, Article 1.4 and 1.5. 62 Reinforcement is explained in the Annex I of the Provisions. "Chapter IV.Article 12. "first time enrolment starts the last 2 weeks of June and lasts until 1st day of school.The needed documents for registration are'.birth certificate, vaccination report, oculist check-up visit, residential address, and kindergarten attendance paper. 65LEAs are of two types, Regional called Regional Education Directorates (RED) and Local called Education Bureaus (EB);REDs operate at regional level covering one to several municipalities, while £8 cover the municipal territory. 66Article 15 "Education State Inspectorate (ISHA) inspects the students' achievements and if the practice is positive ISHA recommends it to LEA in order to promote it. 63The Education Development Institute (IZHA) provides the evaluation forms to schools. "Chapter V/, Gymnasium, Articles 38-4. 31 life, on equal footing with others. It defines the responsibilities of institutions (public and private) to remove barriers against inclusion and to provide opportunities for participation and independent living (Article 5, Chapter 11). According to the law, it is a state policy responsibility to provide access of PwD to all life domains. In the field of education this means that state policy should provide education in regular schools within the community. Removal of physical barriers is considered a precondition for access to environment and services70.This implies that all educational institutions, public and private ones, should be free of barriers. The law regulates the procedure of disability assessment (bio-psychosocial model) and defines the needs-based support for PwD as a precondition for participation (Chapter III). The assessment includes the level of disability, the needs and the level of support needed to conduct an independent living. Disability is assessed by a multidisciplinary team which recommends adjustments to the environment, the support services and the assistive devices.The commission is set by MoSWY and works based on ICF/WHO standards of disability assessment. For its implementation at national level, the law has foreseen the set-up of the National Council on Disability71 (NCD) which recommends: (i) services and programmes oriented to PwD inclusion; and (ii) legal improvements for a better protection and promotion of PwD human rights. Central and local public institutions are legally responsible to implement the law, in cooperation with MoWY, which is the central coordinating institution concerning disability.The disability is not an exclusivity of MoWY, the implementation of legal and institutional measures is based on cross-sector cooperation. In each ministry and local government unit (LGU) a disability focal point (DFP) should be appointed, who is a civil servant mandated to monitor the implementation of law and policies on disability. Given the importance of this law in protecting the PwD human rights, the law grants responsibility for monitoring of its implementation and compliance with UNCRPD to the National Human Rights Institutions (NHRI) of People's Advocate72 and the Commissioner on Protection from Discrimination73. They are vested with the power to conduct investigation for human rights violations and discrimination of PwD. '"Article I U2:"The institutions take the measures to remove all environmental and infrastructural barriers in the provision of public services". "NCD is composed of 17 members, 10 ministers, 5 DPOS (Disabled People Organisations, organisations of and lead by PwD) and 2 NGOs (working for the rights of PwD). 72Artcicle 1611 :"Peoples' Advocate monitors the implementation of the Law in compliance with UNCRPD and the Law on People's Advocate No. 8454, date 4.2.1999" "Article 16l2:"Commissioner on Protection from Discrimination monitors the implementation of the Law in compliance with UNCRPD and the Law No. 10221, date 4.2.2010 74MoES groups the disabilities in four categories: intellectual, physical, sensorial (visual and speech-hearing impairments) and behavioural (autism spectrum disorders (ASD) and attention deficit and hyperactivity disorders ADHD), source:WorldVision (2014) Teacher Manual for Inclusive Education, Jam mes Jush, Authors: Kulla, F., Ndrion, M., Remacka, L, http:llwww.arsimi.gov.allfilesluserfileslparauniversitarlaftesi_e_kufizuar_Manuali_web_ok.pdf "The disadvantaged children are from different social backgrounds: children with disabilities, ROMA children, and children in street situation, children on the move, children from poor families, children without parental care, or neglected and abused children. 76CwD frequently abandon school, although they can attend both regular and special education.The problem lies with regular schools that manifest a discriminatory attitude towards access of CwD in regular system and ineffective teaching methods. Source: MoES (2015) Guidelines on school drop-out prevention, in the frame of the initiative "Every child in school" http:llwww.arsimi.gov.all filesluserfileslstatistika/Udhezues_M4M_dhe_U3M_Redaktuar_l 2Shkurt2016.pdf "For children living 2 kilometres far from school, the law ensures the right to transport. "Children who are not enrolled to school or have dropped out school are at great risk of abandoning school forever, and to prevent the permanent abandonment of school, MoES has offered the programme "The second chance". Roma children have been the main beneficiaries of that programme. "In 2014, Commissioner on the Protection from Discrimination found out that I 7 % of students reported cases of discrimination in school; Source: Commissioner on the Protection from Discrimination (2014) http:llkmd.al/skedaretl 1443012429-Diskriminimi%20ne%20arsim%20ne%20kendveshtrimin%20e%20 Kom/s/onerit%20per%20MfaTOJ^en%20nga%20D/sfcrim/fi/m/.pdf The National Strategy for Education Development 2014-2020 In 2014, GoA approved the strategy on the Development of the Pre-University Education 2014-2020, which aims to improve the access and quality of education in Albania. The Strategy considers the cooperation with stakeholders working on Inclusive Education as a crucial element for education of CwD74. Save the Children Project on Inclusive Education of CwD 2014-2017 is considered as an important milestone in building Inclusive Education foundations in Albania.The strategy provides the guiding principle of Inclusive Education which is: ensuring access to equal opportunities for quality education without discrimination.The strategy sets clear deadlines for inclusive education: (i) by 2017 all regular schools will have psychosocial services; (ii) by 2019 Inclusive Education for CwD will be functional in compulsory education level (from 1st to 9th grade); and by 2020 all education institutions will have rehabilitation services for CwDThe strategy has grouped the activities for Inclusive Education in cluster B, which is about access to quality education (subfields B4-B8 are specifically related to Inclusive Education). The activities of subfield B4 address the CwD education in compulsory education. Besides access to regular schools, the strategy intends to reduce the drop-out rate of disadvantaged children75, to which CwD figure is on the first line76.Among identified problems for school drop-out are ineffective teaching methods and discriminatory attitudes towards educability of CwD in the regular system. For CwD from rural areas, transport is an additional reason for drop-out.The strategy states that transport should be provided to all disadvantaged children from rural areas to ensure education in regular schools77. For children that have not been enrolled to school,the strategy foresees specific school programmes to help them catch up with the pace of peers and to avoid drop-out78. Of a great concern are discrimination79, bullying80 and violence81 from peers to peers in regular schools84, which has compelled MoES to spell out the need for measures to prevent and address them82. Antidiscrimination awareness campaigns should be organised in each school to prevent discrimination and violence against CwD. The activities of subfield B5 apply the philosophy of Inclusive Education. The most important strategic step towards implementation of the Inclusive Education philosophy is the creation of inclusive communities inside the educational institutions. Teachers and students must embrace diversity and welcome all learners, despite disadvantages or disabilities. In order for schools to apply Inclusive Education principles, it is necessary that schools promote the values of social inclusion and solidarity which means a cultural change within the schools.The culture of inclusion must be created and uphold by the school community (teachers, students and parents). School culture is an essential factor towards inclusion. Besides culture, the strategy considers the design and application of Inclusive Education policies as the second step towards inclusion. Schools must adopt friendly policies towards CwD. The next step is the improvement of school curriculum which should promote learners diversity and remove barriers towards participation of CwD in education. Furthermore, schools have to develop inclusive practices, especially through child-friendly pedagogy and provision of support teaching. The activities under the subfield B6 are connected to the creation of schools as community centres83. The aim of these activities is to bridge the gap of cooperation between schools and community, and expand school activities beyond the institution of education.The invitation of community to participate in school activities contributes to the strengthening of ties between school and community. Moreover, this cooperation will contribute to the strengthening of the democratic citizenship and will increase community participation in education. s020% of the Albanian students at all levels of pre-university education from 4-12 grades are involved in the phenomenon of bullying source: Council of Europe (2017) Findings from the national survey "bullying and Extremism in Education System in Albania", https:llrm.coe.intJ 168070c3be slThe 2007 study on violence against children in school, commissioned by Save the Children Albania, found out that both physical violence and bullying were pervasive forms of violence amongst children in schools. Source: Kamel, Hania (2007) Violence against children at school, Save the Children Albania, https:!Ialbania. savethechildren.netJsiteslalbaniasavethechildren.netJfilesllibrarylViolence%20Against%20Children%20in%20Schools.pdf; another study of Save the Children Albania in 2015 found that violence in schools is a matter of considerable concern, Christopher Cuninghame, Elda Hallkaj, 2015, Child Rights Situation Analysis 2012-2015, Save the ChildrenJIRANA, https:llresourcecentresavethechildren.netJsitesldefaultJfilesldocumentslsave_the_children_-_low_res.pdf The activities of subfield B7 address the provision of rehabilitation and support services for CwD in regular schools.The strategy states that MoES is responsible for providing full access to CwD in regular schools and keep school retention rate. For an effective teaching of CwD in regular schools, the strategy foresees that teachers are trained on inclusive education. Furthermore, special schools are going to be transformed in resource centres for regular schools teachers training on inclusive education. In addition, the strategy states that supportive teachers will be provided to CwD to facilitate the learning process and participation in school activities. Supportive teachers will be trained for SEN and disability.To help education of CwD according to their needs, the strategy provides the application of an IEP by the school's psychosocial service.Additionally, the strategy heralds the set up of the multidisciplinary assessment commissions that will recommend the specific steps for the education of CwD and will monitor their progress.The cooperation between health, education and social care sectors is necessary to make the multidisciplinary commissions functional. Another measure towards effective inclusion of CwD in regular schools is the provision of rehabilitation and special education service in the school.The professional standards of rehab and SEN services are set up by MoES while the service is provided at municipal level. Local government units will improve physical access to all education system. The activities of subfield B8 discuss about the provision of security at schools84.These activities aim to create a safe school environment free of violence.The strategy urges teachers to be trained on identifying signs of violence and child abuse and in conflict-management. In order to reduce violence among students (bullying), the strategy recommends that schools should undertake information about consequences of violence and take measures to prevent violence. Moreover, the strategy urges the creation of violence reporting mechanisms, victims' protection and redress, and set up of referral systems for both victims and aggressors. Campaigns against violence in schools are strongly recommended by the strategy. National Disability Action Plan 2016-2020 The Disability Action Plan 2016-202085 addresses among other issues, the right of children with disabilities to education.The Plan promotes the principles of Inclusive Education for CwD stressing equality of opportunities and non-discrimination as the basic principles for access in education.The Plan promotes the twin-track approach for the education of CwD: maximizing access in mainstream education and minimising the segregation in special education. In relation to education, the plan foresees the taking of several measures that contribute to the access and quality education for CwD. Inclusion of CwD in regular schools is related to the teachers' capacity of working with the special educational needs of the child, which means that teachers of regular schools should be prepared for inclusion.Access to education requires removal of barriers from environment, information and curriculum, which compels regular schools to take measures to adapt the school environment and education curriculum (didactic materials and books) to make them accessible. CwD should have equal access to learning, as their peers, meaning that they are not discriminated against and enjoy full participation in class activities.Access to classroom and extra-curricular activities should go hand in hand in order to give to CwD the sense of belonging to the community of children. Special psychosocial care and rehabilitation services should be provided in regular educational institutions, to maximize the level of autonomy and prevent drop-out. Access and quality depend on cooperation of LEAs, schools, children and parents. Schooling is the path towards labour market, and CwD need support and mentoring to make the transition from education to employment, which means that mentor supported employment should be a possibility for them to move to independent living.The progress of CwD needs a constant monitoring, coordination and evaluation from those who are involved with the inclusion plans (e.i. Individual Education Plan). The Plan builds on the achievements of previous National Strategy on People with Disability 2005-2015. The National Study of Save the Children in 2016 on the "Prevalence of Disability for Children" found out that one in 10 children in Albania, or around 10%, have at least a higher level of difficulty in functionality and development86.The data from the previous strategy indicate that the number of CwD in schools in 2015 increased with 33%, compared to 2005, the period before the strategy implementation87.The 201 I Census reported that 55.6% of PwD over 15 years old had finished compulsory education, while there were no data for PwD education under 15 (INSTAT, 201 l)88.The percentage of graduated PwD (having finished university) was 3.3%.As shown by statistics the number of CwD is increasing each year. During the academic year 2015-2016 there were 3998 CwD in schools (regular and special ones)89. The leading responsible institution for Inclusive Education is the Ministry of Education and Sport (MoES), which coordinates the work for inclusion of CwD in schools with other institutions as well, such as depending agencies of MoSWY (State Social Service) and MoH (Health Departments at local level).This cooperation makes possible the identification of CwD and their enrolment in schools. Although the Law on Pre-University provides the right to education in home for children that cannot attend school, home-education is not provided because further guidelines are missing. The measures of Inclusive Education foreseen in the action plan need to be standing by a solid infrastructure.The foundations of Inclusive Education for CwD are: teachers, adapted curriculum and infrastructure. Supportive teacher is already a recognised education professional, introduced to many schools90. Supportive teachers in the primary education system are usually the general teachers whose teaching norm was reduced because of changes to curriculum. Those teachers were asked to work for CwD in regular schools and 65% of them responded positively to the call of MoES for supportive teachers in 2014. However, the need for supportive teachers is imperative91. Supportive teachers are trained in special schools to work after in regular schools. Teachers of special schools are general teachers as well, but with a long experience in disability and special educational needs. They could work as supportive teachers in schools, but the position of supportive teachers is lower than special education teacher, and the special schools teacher do not accept a lower status92. The curriculum learning materials including books in Braille or in digital version are not yet produced, but the plan s2Pursuant to Ministry of Education and Science Regulation No. 8373 dated 2611112006, the annual and monthly plans of regional education directorates, education offices and schools foresee the planning and conducting of activities addressing problems of domestic violence, violence at school and in the community. s3Schools are becoming community centers to serve to a broad spectrum of community issues related to social cohesion and stability.At present, only 140 schools are transformed into Community Center Schools (CCS), and by the end of 2020 all schools will become CCS. Markja, A., Mastori, £, Sina, I. (2014) Udhezues per shkollat qender komunitare (Guidelines on Schools Community Centers), IZHA:Tirana:http:llmyschool.allresourceslprogrammeeldoc2.pdf s4ln 2015, pursuant to the Strategy on Pre-University Education 2014-2020, MoES adopted the CounterViolence Plan of Action for Schools 2015-2016. ssDisability Action Plan 2016-2020, Official journal, http:llwww.qbz.gov.al/botimelfletore_zyrtarel20l 6IPDF-20161124-2016.pdf 36Save the Children (2016) Prevalence of Disability for Children, https:llalbania.savethechildren.netJnewslnational-study-prevalence-disability-for helps to improve the school for staff as well as parents''carers and children provides a clear rationale for development for governors and inspector Inclusion is about increasing participation for all children and adults. It is about supporting schools to become more responsive to the diversity of the children's backgrounds interests, experience knowledge and skills. Source: Index for Inclusion: Tony Booth and Mel Anscow, CSIE, 201 I develop Inclusive Education in cooperation with others. It helps schools clarify thinking and prompt individual and collective action as well as structure whole school and community educational development. It prompts new dialogues about what children might learn in schools. The index consists of three concepts related to: culture, policy and practice of inclusion. Each dimension is divided in two sections. Culture dimension is divided in: community building and establishing inclusive values; policy dimension is divided in: developing school for all and organizing support for diversity; and practice dimension is divided in: constructing curricula for all and orchestrating learning. Dimension and sections form a planning framework; planning entries in each section helps ensure that actions support each other. The implementation of the Index for inclusion goes through 5 stages: Phase I: Getting started: develop a planning group, use indicators and questions, review change and development in the school, explore the planning framework (three dimensions: culture, policy and practices and respective sections), address barriers to using the Index; Phase 2: Finding out together: explore ideas of staff, children, parents and local community members; negotiate priorities for development; Phase 3: Producing a plan: review priorities and include them in the development plan; Phase 4: Taking action: put priorities into action and maintain development; Phase 5: Reviewing development: review progress, reflect on the work with index, and consider next steps. Pilot RED/EO representatives and the directors of target schools visited Kosovo in order to be introduced to a model of implementation of the Index for Inclusion145. A group of school principals, teachers, project coordinators and MoES representatives visited Kosovo to observe the use of index for inclusion by schools there. The Index for inclusion is in use in Kosovo since 2007146 and it is incorporated in the policies of Ministry of Education Science and Technology (MEST) of Kosovo, therefore it has significantly helped the schools conduct a self-evaluation to evidence the strengths and weaknesses in relation to inclusion in education. Pilot school staffs and MEDPAK coordinators had a 5-day training on index for inclusion147 in Tirana. An expert contracted by Kosovo's MEST, trained the staff of 7 primary schools and 7 MEDPAK facilitators on the Index for Inclusion : on internal evaluation methods, the use of questionnaires, the planning of interventions to make improvements to the school environment under an inclusive perspective. After the 5-day training on Index for inclusion and the 5-day visit in Kosovo to observe the application of index for inclusion in regular schools, the schools staffs conducted an assessment of their schools based on index. MEDPAK facilitators have coordinated the implementation of the Index in 7 primary schools, supporting them in the preparation of projects aimed at obtaining funds to carry out activities supporting children with SEN. The possibility to concretely implement the Index for Inclusion in their own schools has motivated the staff involved to prepare quality projects. The projects address issues related to awareness raising on Inclusive Education, or are related to sport and art activities in order to address bullying and poor collaboration as the main two weaknesses identified after self-evaluations based on the Index for Inclusion principles. Some of the projects focus on the use of school environments for Inclusive Education, such as creating the resource rooms and furnish school libraries with books on Inclusive Education. Furthermore, the use of index for inclusion helped schools to work out Inclusive Education plans and include them in the mid-term school plan (this is a legal task for schools). The school principals have worked out a four-year mid-term plan for school development, which is validated by RED/EO. "The school principal is trained on Index for inclusion and has conducted a study visit in Kosovo to observe concrete examples of the index implementation.We learnt a lot from that visit where we witnessed the benefits of the schools from using the index.We applied the Index in our school, using the questionnaires for staff, parents and children.The data showed that the school was not inclusive. Based on the results of the school evaluation we designed a school plan for Inclusive Education in 20l6.The plan included many activities related to inclusion.To implement the plan we wrote a project proposal and got funds from Save the Children for its implementation. The main activities of the project of Inclusive Education are: creating a resource room, training 21 teachers on team work, training students and teachers to counter bullying and discrimination, mobilising students for school awareness campaign on human rights, exchanging visits with other pilot schools and publishing the project bulletin. The measures for Inclusive Education are included in the mid-term plan of the school for the period 2014-2017. EO has validated the school midterm plan. School activities are regularly monitored. Making our school more inclusive is beneficial to all students, not only to CwD."- Interview with the deputy principal of the school "Demir Gashi", Peshkopi. l45Zabeli, N & L Beh/u// (2014) Index for Inclusion: facts and opinions. Prishtina: Save the Children. l46The expert organized 3 days training in 24-26 May 2026 with 25 participants, 2 training days in 27-28June 20/6, and 2 training days in March 20/7. l47Recently Save the Children has developed screening checklists for teachers and parents in order to help them to identify children with learning difficulties and variety of neurodevelopment problems at school age. Moreover project developed as well evaluation instruments for psychologist ofREDs and schools based on DSM —V in order to help them in diagnosing children with learning difficulties and other neurodevelopment problems. School psychosocial service The school psychosocial service is another crucial factor for Inclusive Education. It has responsibilities for the wellbeing of all students of the schools where they workThey conduct individual counselling with school students and organize thematic group discussions with them. In relation to Inclusive Education for CwD the school psychosocial service has several tasks.The school psychologist or social worker cooperates with teachers of preschool and primary level to identify children with special educational needs. They contribute to the early identification of the problems of child development in preschool and primary level of education. After the identification they contact the child's parents and discuss with them on the ongoing process of the child's education, inform them on the school opportunities to provide support teaching.The work of psychosocial service with parents has been very productive to release parents' tension and fears for enrolling children in regular schools, sending them in RED/EO commissions for assessment, or providing them IEP in regular schools. The school psychosocial service is part of the school commission for lEP.The school psychologist/ social worker is member of the school commission and leads its work for IEP IEP learning objectives are implemented by the subject teacher with the supportive teacher's support, while the school psychologist implements objectives related to behaviour management. The school psychosocial service is part of RED/EO psychosocial service and participates in the multidisciplinary assessment commissions that formulate recommendations for schools. School psychosocial services gather on bimonthly basis at RED/EO to assess their work with regards to RED/EO recommendations on the implementation at school level. The school psychosocial service employees report to the RED/EO psychosocial service head of unit that reports back to the head of curriculum division of RED/EOThe work of school psychosocial service is monitored by the supervisor of RED/EO psychosocial service.The supervision consists of two tasks: monitoring and capacity building of the school psychosocial service. Since psychosocial service is a new profession in education, without tradition, it is necessary to build staff capacity and monitor their work in a parallel way. Many school psychosocial services employees hired at pilot regions have previously worked as volunteers of MEDPAK.They have gone through a series of training on Inclusive Education. All psychosocial service teams at RED/EO and school level are trained by this project.The training has provided them with professional advantages as compared to other colleagues.The pilot school psychologists and social workers are working as MEDPAK facilitators in RED/EO and school level as well. "/ graduated as a psychologist from Tirana University, where I learnt general concepts and theoretical frames that have little to do with my daily practice as a school psychologist. In school we had no opportunities to practice the theoretical knowledge. I learnt what it means to be a school psychologist in this project. Previously I have worked as volunteer with the parents' organization MEDPAK which provided me with the opportunity for internship near to organization. MEDPAK has trained me as school psychologist and now thanks to the internship, training and volunteer work I am better prepared to work as a school psychologist. The project was the real school for me." Interview with school psychologist, at "Ali Metro"school, Burrel. The school psychosocial service organises open classes with students to discuss on disability, PwD rights, and special educational needs.The informing hours on the rights of CwD to education and community life has inspired many class and school activities of students' council and has mobilised them to organize memorial festivities for the international days: PwD,Autism, and Down syndrome. They have worked with students to provide support to their friends with disabilities and learning difficulties.Trained by the project on disability issues (DSM5) as school service and on ICF checklist as RED/EE multidisciplinary team, they are able to spread the knowledge to the school staff. After the training, school psychologists or social workers have organised many informing hours and individual sessions with the school teachers on disability and special educational needs. The training has helped the school psychosocial employees learn how to assess child needs, design and work with IEP and work for an inclusive school. Furthermore, the training has encouraged them to learn more about disability and special education.The work instruments, such as: standard checklists for evaluation of neuro-developmental difficulties among children of age 5-10 years old, disability assessment tools, class observing techniques, guidelines on developing and implementing IEP, working manuals and publications on Inclusive Education, provided by the project, have immensely helped them to build professional capacity. The school psychosocial service has helped a lot in the implementation of the index for inclusion in their schools. In cooperation with school principals they have prepared the study project of school self-evaluation with index for inclusion and have worked out a set of questionnaires for teachers, students and parents.They have conducted the research in their schools and have collected the data. With the help of the school principals they have analysed and interpreted the findings which oriented the school priorities for Inclusive Education.The objectives related to Inclusive Education are part of the mid-term school plan that is validated by RED/EO. In - service teachers training The process of identification of special educational needs begins with a child's enrolment in school and the first to identify the children with special educational needs are the teachers. Parents may have not understood the child's learning difficulties until the child goes to school and they very rarely report a child's special needs (unless there is some visible physical disability). Therefore, the identification of a child's conditions and needs usually begins with the process of school enrolment through teacher's observations.Teachers detect learning difficulties even during the school year when they teach the child. The training of teachers on observing, assessing and working with children with special educational needs is of outmost importance for child school retention and completion. Only some children come to school with a medical report of the categorization commission (KMCAP), while identification of children with learning difficulties is done by the primary school teacher. Primary teachers compose a list of pupils with disabilities and learning difficulties and the school principal sends the list to RED commission for assessment. Training teachers to observe the special educational needs of children with learning difficulties has helped them in identifying these children. Of an outmost importance, besides identification, is the work in class with these children. Prior to the project, the teachers of pilot schools had minimal knowledge of disability and education, which justified their training with concepts and philosophy of Inclusive Education148 Save the Children has developed screening checklists for teachers and parents in order to help them to identify children with learning difficulties and variety of neurodevelopment problems at school age. Moreover, the project also developed evaluation instruments for psychologist of REDs and schools based on DSM -V in order to help them in diagnosing children with learning difficulties and other neurodevelopment problems. In order to meet the kindergarten and primary teachers' needs on Inclusive Education, the project carried out an assessment of the training needs and an inventory list of necessary knowledge with l4SRecently Save the Children has developed screening checklists for teachers and parents in order to help them to identify children with learning difficulties and variety of neurodevelopment problems at school age.Moreover project developed as well evaluation instruments for psychologist of REDs and schools based on DSM —V in order to help them in diagnosing children with learning difficulties and other neurodevelopment problems. regard to disability and inclusive pedagogy.A survey was conducted in 28 educational institutions (kindergartens and primary schools) to identify teacher training needs on Inclusive Education149. The RED and school principals were massively involved in mapping teacher's needs. The survey findings reported a vast need for training on concepts and knowledge related to disability, inclusion, support strategies, individual educational plans, special educational needs, teaching methods for children with SEN, etc. The survey findings were shared with MoES and REDs of 6 regions and a training programme was designed to proceed with training modules. The training of teachers is an ongoing process and one training session does not suffice to cover the needs for teaching methodology improvement.Therefore.the project has built the training capacity of teacher training programmes within the higher education system of Albania.The education faculties of public universities of Korea and Elbasan have prepared education programmes and trained the teachers on Inclusive Education.The faculty staffs were assisted by the University of Bologna, the faculty of education to develop the training module on Inclusive Education for in-service teachers or primary educationl50.The experts from the University of Bologna performed three missions in the universities of Korea and Elbasan. During these visits, in a participatory assessment with Albanian faculty staffs they: (i) compared the school systems between two countries; (ii) analysed and revised the structure and the content of the academic programmes of teacher training at university level; and (iii) got acquainted with the legislation on education (iv) designed and developed together resource materials for pre-service and in-service teachers (v) organised joint meetings with other faculties of education in Albania to share the best experiences achieved by the project. After the assessment of the existing training programmes, the experts of Bologna University and faculty staffs of Elbasan and Korea universities prepared three training modules: - IEP module; - Early identification of the special educational needs/learning difficulties; - Inclusive pedagogy (pedagogy of inclusion). The modules were submitted to the accreditation151 agency and are under the process of accreditation152. After the accreditation, the training modules can be published and used for teacher training. Professors of the Universities of Korea and Elbasan carried out training sessions on IE153 which were addressed to the teachers and principals of the target schools, as well as to teachers and principals of the special schools of the areas covered by the project.Teachers and school principals of 28 educational institutions (kindergartens and pilot regular schools) were trained for 12 days in topics related to Inclusive Education: 149An independent researcher was hired to conduct the survey on training needs of teachers, the research took place in November—December 2014; teachers of 28 educational institutions, of preschool and primary level participated in the assessment research.The results of the survey came out in January 2015, and were discussed with MoES and REDs of 6 regions in order to proceed with training modules. Source: Save the Children Annual Report 20/6. l50Two experts in Inclusive Education from the university ofĚologna will help the Universities of Korea and Elbasan develop a training module on IE for in-service teachers l5lThe accreditation process was suspended by MoES because of a national teacher training needs assessment that had place in 2015-2016, Source:MoES: http:llwww.arsimi.gov.al/allnewsroomllajmel vleresimi-i-mesuesve-nje-politike-e-re-e-identifikimit-te-nevojave-per-zhv^^ l52The training modules were inserted in the teacher training programme of the project, and the training was developed based on MoU between MoES and Save the Children, accorded to which the project could proceed with teacher training with the prepared modules. Source: Save the Children Monitoring Document of 3010612016, annual report 20/6. '"Part of the training module was already accredited and was in use by the faculties of education for teacher training in the universities of Korea and Elbasan. - Legislation on education (primary and secondary legislation); -Typology of disability and learning difficulties; - Interactive teaching methods; -Advanced practice of supportive teachers on working with CWD; - Bio-psycho characteristics of disability; - Identification of needs and resources available in school for Inclusive Education of CwD; - Supportive teachers' role and school social environment impact on supporting children with special educational needs; -Techniques of boosting learning motivation in children with special educational needs; - Bullying; - Developing and Implementing IEP; -Autism and support techniques in class. The project has trained 577 in-service teachers and 132 supportive teachers on the inclusive pedagogy154. In-service teachers involved in the training activities of the project have increased their skills on inclusive teaching methods such as peer education, cooperative learning, working groups, IER As a result of teacher training 401 children with disabilities have benefited from the project, where 100% of them were evaluated based on ICF and had a chance to follow their education with and IER The individual support provided to children with learning difficulties and children with disabilities decreased retention and reduced the rate of class repetition and school drop-out155. Monitoring teachers' activities on Inclusive Education The school work on Inclusive Education is monitored internally by school principals and externally by the RED/EO commission. The school principal monitors the work of the school commission to ensure that IEP is implemented and objectives are fulfilled. RED/EO monitors the work of the school commission through the psychosocial service. Since the psychosocial service team of RED and schools psychosocial services have the same composition of employees, it seems that there is a conflict of interest that the psychosocial service of RED monitors the psychosocial service of schools, which is part of IEP school commissions.The conflict is resolved by avoiding monitoring of schools by the school psychologist or social worker. The head of the psychosocial service organizes the monitoring work of schools. RED psychosocial service reports the monitoring results to the RED curriculum head of office.The monitoring of CwD in compulsory schools is an established practice. The transition of CwD from compulsory education to high school (comprehensive or vocational) is not clear yet because the practices are missing. The application of IEP and supportive teachers have been successful because the legal provisions provide them in compulsory education, while the transition of students with disabilities and learning difficulties is not regulated yet by secondary legislation in education.The work of schools on Inclusive Education and implementation of legal provisions on education of CwD are monitored by the National Inspectorate of Education (ISHA). In 2016, ISHA and Save the Children monitored teachers' activities related to the implementation of inclusive teaching methods learnt during the training in the pilot schools of 6 project regions156 l5484 training days in total were offered to teachers and schools principals of 28 regular schools and of special schools of the cities of the project l550ut of 303 enrolled children, only one child repeated the class in Peshkopia '"74 monitoring days were organized by the project staff and ISHA (State Inspectorate of Education) in 6 regions during 20/6. Source: Save the Children Annual Report 20/6. In January 20/5 ISHA thematic inspection on Supportive teacher, based on the Guideline No 38, date 7.10.2014 "On criteria for supportive teachers for children with disabilities in public institutions of pre-university education", issued to implement the normative dispositions, found out that 30% ofRED/EO assessment commissions were not compliant with Article 93 of normative dispositions, the number of 2879 of children with special educational needs is lower than the real one, the statistics offered by DARIEO are inexact because the assessment commissions are not working properly, the lack of assessment has hampered the implementation of guidelines for teachers assistants; supportive teachers are selected on the basis of the article 57/2 of the Law on Pre-university Education No69/20/2;/n some inspected schools, out of 25 supportive teachers, 14 were financially covered by DAR/EO while 11 by donors. "In the pilot school "Sevasti Qiriazi"in Korea there are two students with IEP that are about to finish school. They may want to pass to the high school level (upper secondary education level) which is not compulsory. The school has not prepared any transferral plan to high school and they may not continue their education. In Maliq pilot school, one student with IEP finished the compulsory education last year and is continuing high school without lEP.The high schools are not prepared to work with students with disabilities or special educational needs, this is a new reality in our country" - Interview with the specialist of the psychosocial service of RED Korea. Teachers of CwD play a determinant role for their inclusion in mainstream education. They are the first persons within the school that come in contact with CwD and their families.They identify children when they inspect the neighbourhood and kindergartens for preschool and primary school aged children. Many of them come in contact with CwD while parents enrol children in school. They receive information from census register offices, health centres, CPU and social service on school age CwD. Teachers that identify the preschool and primary school aged children compile the list of CwD and send it to the school principal, who submits it to the RED/EO for assessment. They follow the recommendations of RED/EO assessment commission to design the IEP for CwD in their class.They are school commission members and have a strong position in IEP design and implementation. Being in constant contact with the child, the class teacher knows better than other school commission members the child's strengths and weaknesses.Their opinion is more accurate in deciding upon IEP objectives.Teachers of primary school have been working with same CwD for almost 3 years and have become very affectionate to them. Same thing has happened to CwD being taught by the same teacher for more than three years, they are very fond of the class teachers and peers. "Flori has changed as compared to the first day he arrived in our school.The first months he stayed only with his mother, he couldn't be separated from her and we advised the mother to stay with him in class for as long as he created trust in us and social bonds with peers. Gradually, he became more sociable, began to talk with the class teacher and peers. Now he does not need his mother by his side, and has good company with friends. He was a very agitated child, but now he has learnt to stay in class without shouting and is not any more tensioned and aggressive.To us, it is a victory that he stays in class and concentrates on class work. He has advanced a lot in learning as well. Support from the class teacher and the supportive teacher has helped him to achieve the learning and socialization objectives of IEP. Peers have provided him with a remarkable support to the achievement of these objectives by helping him to do class work and providing him company. Even class children have changed behaviour and attitude towards him; when he came they did not socialise with him, but now they are very caring compassionate and helping. His mother says that he likes to come to school.Teachers are trained by the project on Inclusive Education.This training proved decisive to the mindset change of teachers and school principal. Before training we thought that CwD can be educated only in special school.We have had children with learning difficulties in our school, even before the project, but we worked on intuition, we had no information from university studies on how to work with these children, and we were not sure if we were doing the right thing.The training has helped us to better work with CwD and with all children with learning difficulties, which are even more. Now we know how to observe and identify the special learning needs and work on professional basis" - Interview with a school commission member and school deputy principal, school "AH Demi",Vlora. Teachers shape the attitudes of the students and play a decisive role on the learning outcomes of CwD. Primary teachers and subject teachers are members of the school commission for CwD and participate in IEP design.They work for IEP implementation with the supportive teacher.They follow the child learning outcomes based on IEP objectives.Teachers do not work only with children with disabilities that are placed in IEP by the school commission, upon the RED/EO recommendation. They work with children with learning difficulties as well, because they are responsible for all class students.They work out a differentiated educational plan for children with learning difficulties and follow their academic achievements, as for other children. Children with learning difficulties, when needed and with the permission of their parents were provided with the opportunity to follow their education with IEP even though they were not evaluated from KMCAR Only CwD with medical report benefit the supportive teacher, hired by RED/EOAII teachers having CwD in their classes are trained by the projectThey have participated in a 12-day training sessions and received a certificate as inclusive teachers from Tirana & Korea University. Teachers work for Inclusive Education The training on disability, special educational needs, learning difficulties and inclusive pedagogy has increased teachers' capacity to work better for education of CwD. The added value of the training is that teachers pay more attention to learning difficulties and are more sensitive towards students' special needs. Based on the knowledge and skills during the training and on-the-job experience they can easily identify learning difficulties. Being more knowledgeable of learning difficulties, they understand that besides CwD there are other children in need for learning support as well.Trained teachers that have no CwD in their classes are more attentive towards the needs of their class children. Teachers feel more confident after the training.They know how to assess the child needs, not only for children with disabilities but for all class children.The know how to use the observing techniques to identify the needs for learning support. 81 "/ am trained by the project how to assess the special educational needs and I am a member of the school commission on CwD.The knowledge I got in the training has helped me to improve my professional teaching skills. I am better prepared to work not only with CwD but will all children, because I can detect the learning difficulties. Before the training, I believed that CwD should be sent to special schools or centres, but now I understand that they can be taught in regular schools as well. Peers are a great support to CwD; they are the teachers of the real life. Students provide a great support to me in implementing IEP in class. I have worked closely with parents to implement IEP at home and encouraged the child to attend school. Parents' support is decisive in the child's progress. Inclusive Education is a large agenda that involves teachers, students and parents. Inclusive Education is the first step towards social inclusion. I am convinced now that by including CwD in regular schools we are doing the right thing for them" - Interview with Teacher "AH Metra" School, Komsi, Burrel. IEP objectives address learning and socialization skills.The teacher is helped to implement the IEP in class by two collaborators: supportive teacher and school psychologist. The psychologist helps with the behavioural and emotional difficulties while the supportive teacher follows IEP objectives hand in hand with the class teacher.Teachers are trained on IEP design and implementation. For the IEP development, other knowledge is gained in training, such as: behaviour management, Inclusive Education didactics, teacher-parent cooperation, child learning difficulties and especially knowledge on autism, and all these comprise a great importance, as they aid the class teacher to view IEP as a complex instrument that involves a multitude of actors. Teachers adapt IEP to the school programme. There are no different subjects for IER the CwD learn the same subjects as other students do. However, CwD have special educational needs and didactics of teaching is adapted for them as well, as they need additional didactic material to optimise their learning. Save the Children has furnished the resource rooms with plenty didactic materials and variety of toys that stimulate cognitive, motor, emotional, social and behavioural development of CWD. These materials have been a significant help for the child and family. By implementing IER the class teacher is in contact with other professionals: subject teachers of math and grammar, school psychologist or social worker, supportive teacher and school principal. IEP help teacher to create links with the RED/EO psychosocial-service as well, when they come to monitor the IEP implementation in school every three months. Subject teachers are a valuable asset for the IEP design and modification. Once in three months the subject teachers of grammar/language and maths work with the class teacher to adapt the objectives to the child abilities for learning and socializing.They consult the objectives with other staff as well, such as school principal, psychologist, social worker and supportive teacher. Parents are included in the IEP objectives revision as well. Subject teachers are responsible for implementing IEP as well, in cooperation with class teachers (for primary level) and supportive teachers. IEP has specific objectives on different subjects, especially on grammar and maths, to help the child gain basic skills in numeracy and literacy. IEP may not have objectives for all subjects, as the child may not need support in each of them.The child may need support only for some of the taught subjects and to these objectives serves IER Educational documents, IEP for CwD and the personalised differentiated plans for children with learning difficulties are bound to the common curriculum and adapted to the children abilities to learn. Children assessment is based on the adapted curriculum. The educational plans are compliant with IZHA (Institute for Education Development) guidelines on academic objectives that are divided in three groups: minimal, optimal and maximal. IEP strives to achieve these objectives by starting from the minimal objective. IEP implementation has shown that peers are an important factor in class for CwD socialisation. Peers are included in IEP implementation by collaborating in class work, on peer support and group learning. Apart from academic support, peers provide help with playing in the break time and with personal needs of CwD. In absence of a supportive teacher, a class friend is the best solution. Children communicate very well among each other and are morally bound to each other. Besides providing learning support for curriculum subjects, teachers play a crucial role for CwD socialisation in class.They support class children to build solidarity with CwD and help them when they need supportThey have mobilised school students to carry out awareness activities in favour of CwD rights to education and social inclusion. l57MoES Minister Order No 2 I, date 23.07.2010 " On teaching norm and number of students per class in pre-university education institutions" l5SThe number of supportive teachers in each RED/EO is within the general number of budget employees approved by annual law of MoES budget Hiring and firing procedures of supportive teachers are inspected by /SHA. "Peers are a great support to CwD inclusion; they help them in many ways and love each other. Staying together, children develop the feelings of empathy, sympathy and mutual help. CwD are never let alone, as their peers are there for them to help them with class work or personal needs. I have seen them help CwD to find the notebook, go to toilet, play and have fun during the class break. In this school there is no supportive teacher, although the CwD is placed in IEP from school commission. But the class teacher has found the solution, she appointed a good friend to stay close to the CwD and she is very pleased with her help.The friend works on peer tutorial in class and in home, and is very responsible.The friend is the best supportive teacher."- Interview with project coordinator, school "Haki Stermilli", Melan, Diber Children with learning difficulties are placed in IEP if the parents agree to and if not, they benefit from tailored teaching support expressed in a differentiated plan for education, which is a similar document to IER with objectives on learning. Teachers have done a remarkable work with parents to persuade them to support children education in regular schools. They have worked with parents of CwD to collaborate for IEP implementation at home, in order for the child to maintain the achieved results of class work. Teachers have worked to mitigate the non-disabled children parents' resistance towards inclusion of CwD in regular schools. The information and discussions held with these parents has produced a deep understanding of the latter and made them more tolerant towards CwD. In pilot schools there are several success stories related to the use of IEP for first years and the increased ability of the students to learn with semi-dependent teaching support.Those children have been very dependent on IEP and teacher support for 3 years and after have moved towards a more independent way of learning. Role of supportive teacher on IEP implementation Supportive teachers are new professionals of the regular educational system. The employment of supportive teachers is regulated by the Minister Order No. 38 dated 07.10.2014 "On the criteria of work for supportive teacher for CwD in public institutions of pre-university education. Supportive teachers are hired in regular schools to work with CwDThis new profession is created to implement the Law on Pre-University Education provisions related to CwD education which states that CwD are educated with an IEP (Article 65). Supportive teachers collaborate with the subject teacher to design and implement the IEP (Article 97, Chapter XV Normative Provisions). Supportive teacher is the assistant of the subject teacher and helps the child to achieve the learning objectives of the IER Supportive teachers work in regular schools on the same legal basis as other teachers. The teaching norm is defined by MoES on the number of hours per week (usually 20 hours a week)157. Supportive teachers are hired by RED/EO based on the child need for learning support in class or in home158. They should have the due education in teacher training (as per Article 57 of the Law on Pre-University Education "On teacher profession"). Supportive teacher should have a master degree in education (as teachers). In absence of supportive teacher, the subject teacher should implement the IEP in class. Supportive teachers can work in more than one education institution, as RED/EO decides. Based on the recommendation of RED/EO commission the school principal in cooperation with school commission for CwD defines the number of hours that a supportive teacher will have to work for each child with disabilities. The supportive teacher performs several tasks to support the learning and socialization process of CwD in class. S/he collaborates with the class teacher, primary teacher, subject teacher and school psychologist or social worker to ensure inclusion of CwD in regular schools. In cooperation with the teacher of CwD, subject teacher and parents, the supportive teacher designs and implements IER which is approved by the school commission for CwD.The supportive teacher collaborates with subject teacher to assess the CwD outcomes as per IEP objectives. S/he assists the CwD in class and out class activities in order to increase child participation in school activities.The supportive teacher pays particular attention to the improvement of social skills. The aim of support teaching is to teach the child to be less dependent and build self-autonomy. Supportive teachers and subject teachers work with parents to implement IEP objectives in home.They inform parents on the existence of rehabilitation public services for disability. The supportive teacher works with the CwD teacher in all or several of the teaching hours. She/he works with the CwD teacher in and out of class, on one-to-one basis or in-small-group. In addition to academic objectives, IEP contains self-help and social skills development objectives as defined in the assessment recommendations of the RED/EO commission.The supportive teacher keeps a daily plan on CwD progress. IEP modifications are performed by the school commission, where the supportive teacher is also a member. Supportive teacher reports to the school commission on the progress of IEP implementation and objectives fulfilment level. Supportive teachers are trained with modules on Inclusive Education aiming at improving their professional development. Many of them are subject teachers with a reduced number of teaching hours, and work as supportive teachers to fulfil the teaching norm. Prior to being hired by RED/EO as supportive teachers, some have been working as volunteers for MEDPAK in Inclusive Education projects.They have additional training compared to other supportive teachers in the region.They have created the network of supportive teachers at the regional level to improve their professional development and practice regarding Inclusive Education in mainstream education.They are hired as supportive teacher due to previous training and work experience as volunteers in the field of inclusion. "We are two supportive teachers at Komsi School. The school has 24 children with special educational needs, out of which 8 are CWD and only 5 have IEP, whereas 16 students have learning difficulties.We have been working as MEDPAK volunteers since 20114 to carry out the supportive teacher function at Komsi School. We are both trained on autism, intellectual disabilities, and learning difficulties. We have participated in 12 training days, and in the end, we received a training certificate with 6 ECTS from the University of Tirana and Korea. Usually teachers' pay for their training, but this was not our case as our training cost was covered by Save the Children & MEDPAK. We are both subject teachers; my colleague graduated in biology and is working both as biology and supportive teacher to fulfil the teaching norm. The number of classes for the biology subject decreased and she risked being unemployed. I graduated as a history teacher, but I haven't found a job position as history teacher yet. Both of us volunteered to be supportive teacher, and the project provided us with the great opportunity of receiving training on the role of the supportive teacher. Actually, my colleague is paid by EO as supportive teacher. Currently speaking, only one of us has been hired by EO in Burrel as supportive teacher, although there is a high need for this profession."- Interview with supportive teacher of Komsi School, Komsi village, Burrel Usually, children provided with IEP are provided with a supportive teacher as well, but this is not always the case.There are students who despite being supported with IER have not been provided by a supportive teacher by RED. In such cases, the subject teacher covers the IEP alone. In other cases, supportive teachers are offered as volunteers from MEDPAK or paid by CwD parentsl59.The hiring of supportive teacher is conditioned by the medical report of CwD, meaning that only children with KMCAP can benefit the assistance of a supportive teacher. However, the number of children with learning difficulties at school is higher than the number of CwD. Children with learning difficulties as well need the assistance of supportive teachers, but they do not benefit one.160. Schools report that there are more children with learning difficulties than children with disabilities in school, and out of children with disabilities, only those who have presented learning difficulties need a supportive teacher. But the paradox is that.Although teaching support is meant to optimise the learning capacity of all children with learning difficulties, it is granted only to a small number of CwD that have a medical report. Schools are somehow confused whether to place the children without medical report in IEP or not. Some schools provide them with IEP whereas others don't, due to the fear that parents may contradict, staff insecurity, or lack of supportive teacher. Schools have required to RED/EO to appoint supportive teachers for children with disabilities (with or without medical reports), but RED/EO have employed only a limited number of them, based on the annual budget of MoES. RED/EO advised CwD parents to obtain the medical report to be able to benefit supportive teachers at regular schools, and such advice was followed by many parents. However, children with medical report are not always provided with supportive teachers by RED/EO. Due to the lack of supportive teachers offered by RED/EO, the school provided volunteer supportive teachers from MEDPAK, or asked parents to provide private service to their children. "/ am a supportive teacher at the regular school. I graduated as a primary school teacher from the University of Elbasan "Aleksander Xhuvani". Participation in this project helped me exercise my profession.We didn't have university programmes for supportive teachers or special education. I learnt these concepts in the pilot school and during the training provided by Save the Children. MEDPAK has facilitated my internship in the special school"Zera Jete", where I monitored the education of CwD.The special school has provided a volunteer to work with CwD that have speech difficulties at our school. She works with children with learning difficulties, whereas I work with children with disabilities provided with an IEP, because only CwD with medical report receive assistance from the supportive teacher. I would like to work for children with learning difficulties, but I am hired to work only with children with disabilities, and my full-time work with 3 children with disabilities doesn't allow me to work with other children at school. I work 2 hours a day with each, in the class and in the resource room. Sometimes I work with all three of them in the resource room in a small-group.The other supportive teacher is a history teacher, and is working as supportive teacher to reach the teaching norm in order to be paid. She works at another school as well.We are trained by the project on emotional and behavioural disorders, on autism spectrum disorders (ADS) and ADHD, learning difficulties, intellectual disabilities, and legislation on education. We received a certificate with 6 credits from University of Tirana and Korga.The project has offered us plenty of working materials ranging from tests for evaluation to manuals on Inclusive Education.The project assisted the opening and furnishing of the resource room at school, so now we have a place and didactic materials to work on a one-to-one basis with CwD. Nevertheless, the duration of work in the resource room is shorter than the time allocated to teaching in regular classrooms. CwD are more stimulated to learn in peer presence, and like it a lot when the teacher praises them for their good work. Children provided with an IEP benefit a lot from the assistance of the supportive teacher. Other children need support as well, but they do not have a medical report, which is the main reason they are not provided with a supportive teacher.We always tell parents to provide children with medical report in order to benefit a supportive teacher, but they hesitate out of fear of stigma, or they simply deny the fact that their child needs educational tailored support."- Interview with "Fadil Gurmani", supportive teacher. l59This is a flagrant violation of the principle of equality in education for CwD, which should be addressed by the National Human Rights Institutions of People's Advocate and Commissioner for Antidiscrimination. """Information gathered in all regions. The supportive teacher is appointed by RED/EO to work with CWD, for whom RED/EO provides recommendations to be incorporated in lERThe fact that RED/EO and schools condition the IEP with supportive teachers, and the latter with the medical reports, and the fact that even in the case of the medical report RED/EO do not provide supportive teachers, has created a justified confusion in the CwD parents. Feeling insecure that the regular school can provide a better education service for their children, they chose to send their children in special schools, which have some advantages in special education compared to regular schools. RED/EO and schools need to appoint supportive teachers if they want CwD to become part of the regular education system. Otherwise they will contribute to the over-population of special schools with CwD which hampers Inclusive Education. The table below shows the route to benefit an IEP and a supportive teacher in regular education system. Children with learning difficulties Children with disabilities No medical report Medical report: provided by KMCAP or medical expert IEP: recommended by RED/EO or school IEP: recommended by RED/EO commission psycho-social service; by school commission with parental consent; asked by parent No supportive teacher appointed by RED/EO Supportive teacher appointed by RED/EO Supportive teacher provided by MEDPAK volunteers Supportive teacher provided by parent Public education service provision of supportive teachers is more sustainable than the volunteer service or private service secured by parents.The volunteer work depends on projects, whereas the private service depends on the financial capacity of the family. The supportive teacher is a common teacher, and should be provided on the same basis in the educational service as the regular teacher, as set forth by law. It is absurd that parents have to pay for the provision of a private supportive teacher in public education institutions. MoES has given clear instructions on the provision of IEP for all CwD, without conditioning it with medical report, but has not provided sufficient funds for the employment of supportive teachers. IEP is an educational tool for children from all marginalised groups. Pursuant to the law, children with social difficulties, children in the move, and returned migrant children may be provided with IEP if needed. Inclusive Education needs financial support to become a reality. Pre-service teacher training Good practices are established for the pre-service teacher training in two institutions of higher education: University of Elbasan "Aleksander Xhuvani" and University of Korea "Fan Noli".These universities have Faculties of Education that train pre-service teachers (students who will become teachers) and in-service teachers for professional development. Both Universities have been assisted by the University of Bologna (Italy) to revise the pre-service teachers training curriculum at Bachelor and Master Level and have renewed the programmes of teacher trainings.The University of Koca has a centre for in-service teacher training that provides professional development modules to 1400 teachers per year.The Faculties of Education train primary and subject teachers.A meeting with all Faculties of Education has been organized, in April 2017, to share the experience of the project in relation to the introduction of IE in the curricula of the Universities of Korea and Elbasan, and to decide if similar courses can be initiated in other universities as well. The international experts from the University of Bologna and representatives of the Universities of Elbasan and Korea, analysed and updated the university curricula of Albanian target faculties, including the subjects in IE, and revised all their curriculum. The experts, along with target universities, revised the structure and the content of existing courses of special pedagogy and education, and developed contents related to Inclusive Education, which were included in the academic curriculum of the future Albanian teachers.Two professors of education from the University of Bologna, and one professor from the Institute for Development of Education and Science "Giuseppe Toniolo", Modena, Italy have worked with the university staff to compile the new curriculum with special focus on Inclusive Education. Staff of University of Bologna worked closely with the Albanian staff of Universities of Elbasan and Korea in reviewing all teachers training curriculum for pre-service and in-service teachers, at bachelor and master level, whereas the Modena Institute provided expertise for in-service teacher training and RED/EO training on ICF.The University of Bologna staff transferred their knowledge to the Albanian universities staff. University of Bologna trained all the faculty staff of education and social sciences, as the latter prepares social sciences teachers for high schools. The Universities have established twining partnership at the departmental level, and participate in Erasmus Mundus programme for staff and student mobility. Following the assistance provided by the University of Bologna, the education departments of the Universities of Korea and Elbasan have renewed their curriculum. The content of the course was enriched with new topics such as: - Inclusive pedagogy; - Resource room; - Supportive teacher; - Co-teaching methods; - Support strategies to Inclusive Education in classroom; - Role of subject teacher in Inclusive Education; - Cooperation of the subject teacher with the supportive teacher. Along with these topics, the university students (pre-service teachers) of the Faculties of Education of Korea and Elbasan, involved in the training activities of the project, improved their skills on inclusive teaching methods such as peer education, cooperative learning, working groups, lEPs. The book on Inclusive Education "Thinking pedagogy as inclusive practices" of Roberto Dainese, is translated from Save the Children into the Albanian language, and is used as a basic literature for the pre-service teacher students of Korea and Elbasan. The Faculty of Education of University of Korea has 32 accredited modules in teacher training, out of which 2 are dedicated to Inclusive Education: Module on Autism (4 ECTS) and Module on Learning Difficulties (3ECTS). In 2014, University of Korea opened the Teacher training Centre which was accredited by the KAPT (MoES Accreditation Agency) and developed the new modules with assistance from the project161.The modules were used to train all the teaching staff of pilot educational institutions in six regions. The training programmes included theoretical modules on: Inclusive Education, disability, IER curriculum development, environmental factors, behaviour management, communication, emotional disorders, ADHD, and autism.These topics are included in the bachelor programme and master programme for Teacher Training. For in-service teachers, the place of practice was their job-place in schools, whereas for pre-service teachers the project has facilitated internships in project schools and special schools cooperating with the pilot schools. Students of the Universities of Korea and Elbasan have carried out their internship in 28 target schools, where they have applied their theoretical knowledge and explored more thoroughly the subject of IE. The Bachelor in Initial Teacher Training for pre-service teachers prepares preschool teachers (kindergarten teachers/educators) and primary school teachers.The programme consists in 180 ECTS and 2 of the modules, consisting in 12 ECTS, are about special education: Module on Special Pedagogy for CwD in regular and special education, and Module of History of Disability and Education Policy (6 ECTS each). Other modules are related to Inclusive Education as well, as all of them contain the l6lThe modules are accredited in 2017 by the agency of accreditation, whereas two modules, one about autism and the otherabout learning difficulties were already accredited prior to 2014. In October 2015-March 201 7 the process of accreditation was blocked, as IZHA initiated the process of evaluation of teachers training needs, according to which the new programmes on teacher training will be developed by 20/7. 87 concept of inclusion: Module on Teaching Methodology, Module on Psychology of Development and the Module on Early Childhood Intervention. The Master Programmes ofTeacherTraining have one subject titled Disability and Special Educational Needs (SEN), included in the Module of Learning Theories and Teaching Methodologies.The Master ofTeacherTraining is enriched with a minor profile in supportive teacher.The Faculty of Education of University of Korea is working to open a 2-years professional training course for early childhood teachers and a new study programme on Inclusive Education for supportive teachers162 with the support of Save the Children163. Universities are training teachers for Inclusive Education. In Korea, regular schools are being prepared to accommodate the learning difficulties of CwD that are of a school-age, and of those who are already at school-age in special schools. Al the CwD in special schools are able to attend regular schools, but parents have decided to take them to special schools merely for financial reasons and special care. Children in special school have some advantages compared to those at regular schools. Table: Differences between special and regular schools Special school Once a day food provision at school Small number of children per class (12-15) More teacher attention due to the small number of children Special education teacher for CwD IEP followed by special teachers on individual basis Special education teacher more specialised on SEN CwD registered beyond age 6 (up to 9) CwD stay at school beyond age 16 (up to 19) CwDare allowed to stay with mixed-age groups (10 years old with 17 years old) Regular school No food provision in the regular education system Large number of children per class (up to 36) Teacher attention divided among all class children Not all CwD have supportive teacher IEP implemented by Supportive teacher (not all schools have ST) ST graduated as general teachers CwD registered at the age of 6 CwD finish school at the age of 16 CwD stay only with their peers RED/EO are not working sufficiently on the transferring of CwD from special to regular schools. However, RED/EO are performing well regarding the provision of education at regular schools to preschool and school-age children.The RED/EOs have been strong partners of Universities in providing internship for initial teachers, and facilitating in-service teacher training. RED/EO staff in pilot regions are trained in ICF by the expertise offered fromtheInstitute for the Development of Education and Science "Giuseppe Toniolo", Modena, Italy. The training proved useful to assessment multidisciplinary commissions that assess CwD and decide upon their placement in regular and special education with IEP The project has increased universities capacities for teacher training. The assistance provided by the University of Bologna helped the Faculties of Education to compile a curriculum for in-service teacher training. Besides knowledge on special and Inclusive Education, the university staff were trained on the legal framework related to Inclusive Education, respectively Law on Pre-university education of 2012 and Normative Provisions of 2013.They provided training to in-service teachers all over the pilot regions, schools, and kindergartens on how to implement the legislation about CwD education.They designed and crafted the new figure of education profession, which is of the supportive teacher. Supportive teachers are, for first time, trained by this project, thanks to the newly developed university programmes regarding this new profession. University of Korea trained: - Teachers to work with IEP; - School principals to implement the Normative Dispositions; - School commissions to work on IEP construction; - School/kindergarten staff to implement IEP: preschool teachers, primary teacher, subject teachers, supportive teachers, class teachers, school psychologist/social worker; - Supportive teachers to work as class/primary/subject supportive teacher to help CwD succeed through the IER Inclusion in classroom Children with disabilities and with learning difficulties feel included in the regular schools. They have created social relations and emotional bonds with their peers, and trust in teachers. Learning, playing, and communicating with other children has helped them reduce dependency on mothers and teachers, and has led them towards self-autonomy. Peer pressure has encouraged them to be like others, and to assume responsibilities for learning and socialisation. At regular schools, CwD stay longer with their peers than with the supportive teacher and class teacher, as contrasted to the first month of arrival at school. "/ like to come to school, because I have friends here, and I come to school for them. I used to stay in a day care centre; I had nothing to do there, I had no friends, I had no one whom to talk with. My friends at school love me and I love them back.They made school seem nice to me.They help me surf the Internet and find things I am interested in. I like music, but I was afraid of singing because of judgements. I was ashamed of singing in front of others, but my friends heard me singing, and they told me I was good at itJhey are the jury! I don't like to have the teacher around me all time. I don't like it when my mom takes me to school every morning, and waits for me after school. I'm a grown up. None of my friends have any supportive teacher, or mother around at school. I'm like them. I know how to take care of myself, including others as well. I take care of my little niece. I realise I'm a grown up, and that I am not a child any more only when I'm with my niece.All caress me at home, but I don't' like it, because to them I'm still a little child. I want them to consider me as a grown up boy, as equal to them. I like to be with my friends when the school finishes, and to go to high school. I don't want to be separated from my school friends."- Interview with a CwD, Down syndrome, 9th grade, "31 Korriku"school, Burrel. The presence of CwD in regular classes has been a life lesson for other children as well. Classmates are more sensitive on the special needs of their friends with disabilities and learning difficulties.The early socialization has instilled in them empathy and solidarity. Socialisation with regular schoolmates has stimulated CwD development and interest for things of their age. Peers have developed social competence to care for people in need.They report that the presence of a friend with disability in the classroom has made them more sensitive towards younger siblings at home. The school programme has proved very helpful for the dissemination of information on disability and human rights.The school teachers and students' councils organize many activities on CwD rights. l62The education programme is going to be supported by University of Bologna and Save the Children, and the new project is going to start in July 20/7. '^University ofV/ora "Ismail Qemali", Faculty of Education trains special education teachers, in the specialized pedagogy programme: http:l I univlora.edu.allwp / ^6 J 1 All forms of support are co-ordinated. 2 Professional development activities help staff to respond to diversity. 3 English as an additional language support is a resource for the whole school. O 4 The school supports continuity in the education of children in public care. & □ 5 The school ensures that policies about 'special educational needs' support inclusion. e B The behaviour policy is linked to learning and curriculum development. c ™ 7 Pressures for disciplinary exclusion are decreased. O W 8 Barriers to attendance are reduced. DO Bullying is minimised. Dimension C - Evolving Inclusive practices 1 Children explore cycles of food production and consumption. 2 Children investigate the importance of water. 3 Children study clothing and decoration of the body. ~3 4 Children find out about housing and the built environment. -. □ 5 Children consider how and why people move around their locality and the world. fc Children learn about health and relationships. CO c T Children investigate the earth, the solar system and the universe. B □ 8 Children study life on earth. IS c 9 Children investigate sources of energy- 10 Children learn about communication and communication technology. 11 Children engage with, and create, literature arts and music. 12 Children learn about work and link it to the development of their interests. _ ,3 Children learn about ethics, power and government. 1 Learning activities are planned with all children in mind. 2 Learning activities encourage the participation of all children. 3 Children are encouraged to be confident critical thinkers. 4 Children are actively involved in their own learning. CO _c & Children learn from each other. E d JD CO 6 Lessons develop an understanding of the similarities and differences between people. _c ? Assessments encourage the achievements of all children. 8 Discipline is based on mutual respect. O 9 Staff plan, teach and review together. ■rj 10 Staff develop shared resources to support learning. 11 Teaching assistants support the learning and participation of all children. 12 Homework is set so that it contributes to every child's learning. 13 Activities outside formal lessons are made available for all children. 14 Resources in the locality of the school are known and used. Three things I like best about this school: 1 _ 2_ 3_ Three things I would most like to change: 1 _ 2 _ 3 _ 109 Dimension A: Creating inclusive cultures This dimension is about creating secure, accepting, collaborating, stimulating, welcoming communities, in which everyone is valued. Shared inclusive values are developed and conveyed to all staff, children and their families, governers, surrounding communites and all others who work in and with the school. The values of inclusive cultures guide decisions about policies and moment-to-moment practice, so that development is coherent and continuous. The embedding of change within school cultures ensures that is integrated into the identities of adulst and children and is passed on to new arrivals to the school. Dimension B: Producing inclusive policies This dimension ensures that inclusion permeates all plans for the school and involves everyone. Policies encourage the participation of children and staff from the moment they join the school. They encourage the school to reach out to all children in the locality and minimise exclusionary pressures. Support policies involve all activities which increase the capacity of a setting to respond to the diversity of those involved in it, in ways that value everyone equally. All form of support are conncected with a single framework aimed at ensuring everyone's participation and the development of the school as a whole. Dimension C: Evolving inclusive practices This dimension is about developing what is taught and learnt, and how it is taught and learnt, so that it reflects inclusice values and policies. The implications of inclusice values for structuring the contect of learning activities are worked out in a section called 'Constructing curricula for all'. (See pages 121 to I 58). This links learning to experience, locally and globally, and to rights and incorporates issues of sustain ability. Learning is orchestrades so that teaching and learning activities are made responsive to the diversity of young people within the school. Children are encouraged to be active, reflective, critical learners and are viewed as a resource for each other's learning. Adults work together so that they all take responsibility for the learning of all children. 111