Inclusive Education from a Very Beginning: Yerevan School N20 Principal's Narrative

Authors

  • Anahit Khosrovyan John Kirakosyan Yerevan School N20

DOI:

https://doi.org/10.24234/se.2021.3.1.254

Keywords:

inclusive education, education discrimination, special educational needs, people with disabilities, narrative

Abstract

There are more than one billion “disabled persons” worldwide, 10% of whom are children mostly living in developing countries. Within the United Nations (UN) the term “disability” is defined as “any restriction or lack (resulting from an impairment) of ability to perform an activity in the way or within the range considered normal for a human being” (Sharma, 2015).

The UN and the United Nations Children’s Fund (UNICEF) endeavor for all children to have equitable access to education as a basic human right. Education is critical for children to develop their human capital and enhance their upcoming economic and social prospects (Sharma, 2015). The “Salamanca Statement” adopted at the “World Conference on Special Educational Needs: Access and Quality” called upon all governments and urged them to: adopt as a matter of law or policy the principles of inclusive education, enrolling all children in regular schools, unless

there are compelling reasons for doing otherwise (UNESCO, 1994).

            In developing countries understanding of inclusive education is closely related to the special education needs of students and their participation in regular school classes. From this perspective, this paper aims to tell a story of one school in Yerevan, the capital of Armenia from the very beginning till nowadays.

Author Biography

Anahit Khosrovyan, John Kirakosyan Yerevan School N20

School Principal

John Kirakosyan Yerevan School N20, Armenia

References

Ainscow, M., Booth, T., & Dyson, A. (2006). Improving schools, developing inclusion. New York, NY: Routledge.

Cochran-Smith, M., & Lytle, S., L. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24, 249-306.

Connelly, M. F., & Clandinin, J., D. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), p. 2-14.

Gudmundsdottir, S. (2001). Narrative research on school practice. In Richardson, V. (Ed.), Fourth handbook for research on teaching (pp. 226–240). New York: MacMillan.

Harutyunyan, M, Hovyan, G., Saratikyan, L., Azatyan, T., Muradyan, S., & Tanajyan, K. (2019) Evaluation of universal inclusion processes consistency in Tavush, Lori and Syunik regions in the Republic of Armenia, Report, Khachatur Abovyan Armenian State Pedagogical University Research centre on inclusive community and disability issues, Caritas Armenia.

Harutyunyan, M., & Sadlo, G. (2019). Inclusive Education in Armenia: Experience of Teachers Reveals Need for Occupational Therapy, The Journal of the International Association of Special Education 19(1), p. 27-36.

Harutyunyan, M., & Ghazaryan, T. (2017). Hashmandamutyan ezruytin verabervogh kronakan, bzhshkakan ev socialakan tesaketnery, Krtutyuny ev gitutyuny Artsakhum, Hunvar-hulis 2017, 1-2, Gitamethodakan ev gitamatcheli parberakan sovoroghneri ev usucichneri hamar, ej 97-100, Asoghik.

Harutyunyan, Z., & Harutyunyan, M. (2014). The system of inclusive education in Armenia and the role of occupational therapy in this system: Modern issues of psycho-pedagogical co-existence of children: Part I. Proceedings of the All-Russian Scientific and Practical Conference, Novosibirsk, Russia. Murph, R., F. (2001). The Body Silent: The Different World of the Disabled.

Moen, T. (2006). Reflections on the Narrative Research Approach, International Journal of Qualitative Methods, Vol.: 5 (4), p. 56-69.

Moen, T., Gudmundsdottir, S., & Flem, A. (2003). Inclusive practice: A biographical approach. Teaching and Teacher Education, 19, 359–370.

Sharma, A. (2015). Perspectives on Inclusive Education with Reference to United Nations, Universal Journal of Educational Research 3(5): 317-321, DOI: 10.13189/ujer.2015.030502.

UNESCO. (2018). Inclusion in education. Retrieved from https://en.unesco.org/themes/inclusion-in-education.

UNESCO. (1994). The Salamanca statement and framework for action on special needs education. Paris: UNESCO.

UN. (1990). Convention on the Rights of the Child.

UN. (2006). Convention on the rights of persons with disabilities.

Published

2021-02-26

How to Cite

Khosrovyan, A. (2021). Inclusive Education from a Very Beginning: Yerevan School N20 Principal’s Narrative. Armenian Journal of Special Education, 3(1), 7-13. https://doi.org/10.24234/se.2021.3.1.254

Issue

Section

Articles