Inclusion and education

THE REGION IS BROADENING ITS 
DEFINITION OF INCLUSION IN 
EDUCATION
Globally, 68% of countries have a definition of inclusive 
education, but only 57% of those definitions cover 
multiple marginalized groups. To make progress regarding 
legislation and policies for inclusive education, leaders 
and decision makers must develop and communicate 
a clear vision and concept of inclusion. Among the 
30 education systems reviewed in Central and Eastern 
Europe, the Caucasus and Central Asia, 15 refer in their 
general education laws to the rights of multiple groups, 
7 to disability and special education needs and 6 to the 
right to support, protect and use minority languages or 
prohibit segregation.
In many countries in the region, such conceptualization 
has grown out of discussions on segregated provision, 
integration and mainstreaming. The relationship between 
inclusive and special education is still widely debated. 
In all, 22 countries refer to special education in specific 
laws and/or in other education laws, while 9 refer to 
integration. Of the 15 mentioning inclusion, 9 link it 
to disability and special education needs (
Figure 2.1
). 
Such overlap of laws hinders a shared understanding of 
inclusive education and can obstruct implementation. 
Despite a growing trend towards inclusion, countries rely 
on various combinations of special education, integrated 
provision and inclusive settings to educate children and 
youth with disabilities.
Some countries, including Belarus, Kazakhstan and 
Ukraine, continue to adhere to the medical model, relying 
on diagnosis and categorical descriptions of disability to 
determine eligibility for special education. This can lead to 
arbitrary decisions.
Estonia has recognized this challenge and is attempting 
to address it (
Box 2.2
). Azerbaijan is trying to move on 
from a concern about placement and to distinguish 
between integration and inclusion. In Mongolia, a lack of 
understanding exists regarding the difference between 
inclusive education and special education as a system of 
support for regular education. Slovenia is moving from a 
deficit medical model to a pedagogical discourse.