EXPERINCES OF SCHOOLS PROVIDING INCLUSIVE EDUCATION IN RA, TEACHER’S ROLE AND SUMMARY OF EXISTING PROBLEMS

Authors

  • M. R. Harutyunyan Khachatur Abovyan Armenian State Pedagogical University

Abstract

The experience of schools providing inclusive education in Armenia is analyzed in the article. The leading role of teacher is outlined and presented. The existing problems of inclusive system are summarized and discussed here.

Author Biography

M. R. Harutyunyan, Khachatur Abovyan Armenian State Pedagogical University

Lecturer at the Chair of Speech and rehabilitation therapy, Khachatur Abovyan Armenian State Pedagogical University, Candidate of Pedagogical Sciences

References

1. Առողջապահության Համաշխարհային Կազմակերպություն, 2001, http://www.who.int/countries/arm/en/:
2. Allen, K. E., Schwartz, I. S. (2001) The exceptional child: Inclusion in early childhood education. Albany, NY: Delmar, 27.
3. Florian, L., Rouse, M. (2009) The inclusive practice project in Scotland: Teacher education for inclusive education. Teaching and Teacher Education, 25 (4), 594-601.
4. Leatherman, J., M. (2007) ‘’I just see all children as children’’: Teachers’ perception about inclusion, The Qualitative report Vol. 12 (4), 594-611.
5. www.disabilityinfo.am
6. www.edu.am

Published

2014-12-19

How to Cite

Harutyunyan, M. R. . (2014). EXPERINCES OF SCHOOLS PROVIDING INCLUSIVE EDUCATION IN RA, TEACHER’S ROLE AND SUMMARY OF EXISTING PROBLEMS. Armenian Journal of Special Education, 2(2), 49-53. Retrieved from https://specedjournal.aspu.am/index.php/se/article/view/36

Issue

Section

Articles