Inclusive and Supportive Education Congress
International
Special Education Conference
Inclusion: Celebrating Diversity?
1st - 4th August 2005. Glasgow, Scotland
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Inclusive and Supportive Education Congress 1st - 4th August 2005. Glasgow, Scotland |
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Tim Hobbs
Department of Education
University of Scranton
Scranton PA
with
Otar Gerzmava
National Health Management Center
Tblisi Georgia
Abstract
The following is an analysis of barriers and opportunities for inclusive education for children with disabilities in Georgia. The analysis summates a series of interviews, discussions and observations conducted by the authors between 2003 and 2004. Interviewees included Georgian educators, parents, physicians and rehabilitation professionals. Outcomes indicate that children with disabilities in Georgia experience many of the same educational challenges as those in other countries. In addition, they experience many difficulties that are specific to Georgia’s recent history of revolution, independence and rapid entry into 21 st century capitalism. They have entered a period of opportunity for change and development leading to increased social and educational inclusion. These opportunities are hampered by endemic problems associated with rapid conversion to a market economy, recovery from recent civil war and inheritance of a highly centralized service system. Georgian interviewees identified historic, educational and professional strengths that enable them to address these challenges and maximize opportunities consequent to independence. Their analysis and comments may be of interest to persons seeking an understanding of the educational status of children with disabilities in post-soviet Georgia. They may also be representative of conditions in other independent states of the former Soviet Union and help guide attempts for systems change in this region.
In 1991Georgia gained independence from the Soviet Union. In January, 1992 Edward Shevardnadze, former Minister of Foreign Affairs of the USSR, returned to Georgia and was subsequently elected Head of State. Under his leadership, Georgia joined the United Nations, adopted a new constitution and conducted nationwide elections. Since that time Georgia has entered a difficult period of political and social change culminating in the recent “Rose Revolution”. Government initiatives have addressed systemic problems and guaranteed full access to health care, education and rehabilitation services for all Georgian citizens. These include initiatives to offer educational services for children with mental, developmental, physical, and sensory disabilities. Outcomes of these initiatives are constrained by economic and social conditions consequent to civil war and a rapid change to a market economy.
As in many areas of the former Soviet Union, educational services for Georgian children with disabilities are limited in scope and nature. They are seriously marginalized and some have been institutionalized in conditions that have been described as violating basic rights. In Tblisi and other parts of Georgia, children with disabilities are seldom observed in public and are rarely offered social and educational accommodation. They have limited access to special or inclusive education. Parents and educational professionals are acutely aware of the needs of Georgian children and exert great efforts on their behalf. Such efforts are assisted by non-governmental international and humanitarian organizations (NGOs) that bring substantial benefit to individual Georgians. The work of Georgian parents, professionals and NGO staff is constrained by a number of systemic problems. These include, but are not limited to;
Interviews, Observations and Analysis
The authors conducted a series of interviews, discussions and observations in 2003 and 2004 as part of an international exchange involving Georgian educators, parents, and rehabilitation professionals. Interviewees were invited to comment on the current status of inclusive education, identify problems associated with their efforts to educate children with disabilities and identify educational and cultural strengths that support inclusive outcomes in Georgia. An interpreter was present for Georgian / English translation as needed . The resulting information leads to increased understanding of educational services for children with disabilities in Georgia. Outcomes may also be representative of other independent states of the former Soviet Union. As such, they may help guide attempts for systems change in this region. The results were summarized as follows.
Table 1. Problems / Barriers to Inclusive Education in Georgia
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Problems / Barriers Summary of Team Comments
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Minimal financing of services
Special and inclusive education is hampered by the current economic situation in Georgia. Scarce resources are directed to areas of immediate need such as acute medical care and relief for refugees. Long term needs (such as education of children with disabilities) are severely under-funded. Funding problems result in lack of basic equipment (such as wheelchairs for school age children) and lack of pay for many educational professionals.
Lack of experience in educational and social service team-work
Georgian teachers, parents, physicians and rehabilitation specialists have historically worked in a “top down” system. Decisions regarding education services were often made by distant managers (sometimes as far away as Moscow). Individual parents and professionals have had, until recently, few opportunities to develop a culture of collaboration and teamwork.
Educational facilities are outdated
Most buildings, transportation and other equipment associated with educating Georgian children are old and in disrepair. Broken equipment is not easily replaced. Funds for updating buildings and / or insuring accessibility are not available.
Poor management of educational resources and other services for children with disabilities
Management of most services for persons with disabilities is perceived by both providers and recipients as ineffectual, inefficient and in need of internal reform.
Lack of quality assessment
Quality assessment procedures that are common in countries with a history of non-centralized economies are new to Georgia. This results in inequalities of educational service and ongoing management difficulties.
Georgian citizens with disabilities often feel un-empowered / abandoned
Severe economic crisis, loss of government services and the end of the soviet-era social contract of lifelong support has resulted in a general feeling of powerlessness and abandonment. This is particularly true of Georgians with disabilities, their families and the professionals that have traditionally served them.
Limited history of volunteerism and advocacy
Prior to independence Georgians with disabilities were the beneficiaries of a “cradle to grave” system with guarantees of all basic services. This social contract made most voluntary and advocacy organizations appear unnecessary. There is minimal Georgian history with such organizations on a scale needed to address current needs.
Teachers feel uninformed, untrained and unsupported
Georgian teachers report that they receive little training, coursework or educational support regarding the needs of children with disabilities. Although generally supportive of including special needs children in their classrooms, they feel ill prepared for this additional challenge.
Lack of educational experience with non-typical children
Prior to independence, many (in some cases most) children with disabilities were taught at home and in residential communities. Public school teachers and administrators are often supportive of inclusive education but lack experience and expertise.
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Table 2. Strengths and Opportunities for Inclusive Education in Georgia
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Strengths and Opportunities Summary of Team Comments
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International support
There is considerable international interest in Georgia and commitment to Georgian economic and political success. This has resulted in economic assistance and the involvement of many international non-governmental organizations (including organizations serving individuals with disabilities). These organizations have offered assistance with advocacy, training and teacher preparation regarding inclusion.
Literate / educated population
Georgia has a high literacy rate and education is typically viewed as important at all levels of society. Arguments regarding need for inclusion of people with disabilities in the educational system have resonance with Georgian professionals and the general public.
Strong universities
Georgia has an historic commitment to higher education. There are strong Georgian universities with well-established departments in fields that serve persons with disabilities. There is considerable internal interest in inclusive education in Georgian universities specializing in teacher preparation.
Improving legislative base and governmental awareness
Elected officials are typically aware of the needs of Georgian children with disabilities. Some members of the Georgian parliament have disabilities and many are actively involved in related NGO activities. They constitute a base for educational reform leading to inclusive outcomes.
Restoration of traditions and faith-based optimism
Independence has brought a renewed nationalism and interest in Georgian traditions. This includes a new, community and faith-based, optimism regarding the role of people with disabilities in Georgian society and fuels community advocacy.
Strong family traditions
Commitment to extended families is strong in Georgia. This commitment often takes the form of personal advocacy and support for family members with a disability. Such commitments result in active parent involvement to promote inclusive education in local schools.
Recent model and experimental programs
During the past 2 year period many schools in the Tiblisi have experimented with various classroom and school wide attempts to include children with disabilities from local communities in their home schools. This is supported by local parent and advocacy groups and has generated successful models for national adoption. There is a growing body of local expertise hand experience regarding inclusive education.
Recent political and social reform activities
The “Rose Revolution” has resulted in a major national political reform agenda that is widely perceived as leading to outcomes associated with increased economic and educational opportunities for Georgian citizens, including those with disabilities. While these opportunities are as yet unrealized, the presence of a reform agenda has empowered many educators with an interest in inclusive outcomes.
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The analysis indicates that Georgian parents, educators and other professionals are highly aware of the needs of the educational needs of children with disability and share a commitment to an inclusive future. They share considerable strengths that empower them to meet challenges and overcome multiple barriers. The authors recommend the following actions to facilitate this process.
1. Increased contact and exchange between Georgian professionals and advocates committed to inclusive education.
Many of the challenges experienced by Georgian parents and professionals have been experienced and addressed in other countries and cultures. Access to peers in other countries, and knowledge of their successes (and occasional failures) is informative and empowering.
2. Foster the development of independent professional and advocacy organizations.
Independent professional practice groups and advocacy organizations are a source of strength and focus of change. These organizations can provide high quality support and help maintain a broad vision of social and educational service that is linked to international standards. International professional organizations with commitments and expertise regarding inclusive education should make special efforts to open Georgian chapters. Organizations that combine professional and citizen advocacy, and that involve Georgian citizens with disabilities as active players in public and political processes, should be encouraged. Georgian advocacy organizations offer a forum for collective democratic action and an avenue of participation in local, regional and national decisions regarding inclusion related issues.
3. Reform and develop university based teacher preparation programs.
Existing programs for preparing professional educators with basic skills needed to serve children with disabilities are limited. A systematic review of programmatic needs in this area should be conducted on a national basis. Outcomes should lead to the development and enrichment of teacher preparation programs that incorporate an inclusive emphasis and offer essential training regarding educational practices leading to inclusive outcomes.
Georgia, like many independent states of the former Soviet Union, is in the process of great social, economic and cultural change. Such change comes with considerable difficulties, exposes many weaknesses, and exasperates many cultural and social problems. Georgian parents and educators have entered an era of great opportunity as they develop new systems of education for children with disabilities. Together they will overcome systemic barriers to inclusive education and maximize their strengths in a manner that brings this opportunity to fruition.
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