Faculty of Psychology and Educational Sciences

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Faculty of Psychology and Educational Sciences

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Browsing Faculty of Psychology and Educational Sciences by Author "Abashidze, Tamar"

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    Improving the Quality of Inclusivity in Universities - Key Recommendations
    (Batumi Shota Rustaveli State University, 2024-06-28) Zhvania, Irine; Doctor of Psychology, Associate Professor, Faculty of Psychology and Educational Sciences, Ivane Javakhishvili Tbilisi State University; Abashidze, Tamar; Doctor of Psychology, Associate Professor, Faculty of Psychology and Educational Sciences, Ivane Javakhishvili Tbilisi State University; Makharadze, Tamar; Doctor of Public Policy, Associate Professor, Faculty of Social and Political Sciences, Ivane Javakhishvili Tbilisi State University; Kitiashvili, Anastasia; Doctor of Psychology, Professor, Faculty of Psychology and Educational Sciences, Ivane Javakhishvili Tbilisi State University
    The research is based on the results of the project "Teachers for Inclusive Education," conducted in 2021-2023. The project was funded by the Shota Rustaveli National Science Foundation of Georgia (№FR-21-3869) and aimed to generate new knowledge about how the environment and study process should be organized in a higher educational institution to ensure quality education and an inclusive university space accessible to everyone. The research was conducted in four state universities of Georgia (TSU, BSU, ATSU, TESAU). Based on the analysis of data recommendations were prepared for the promotion of inclusive education and the improvement of inclusiveness of the university environment. University students, academic and administrative staff participated in the research. It was conducted using mixed methods. The quantitative research involved a survey of students regarding their perceptions of the degree of inclusiveness of their university. The qualitative research included face-to-face interviews with academic and administrative personnel and focus groups to study the perspectives of students with special educational needs (SEN). The instruments used in the research were based on the international instrument - Inclusion Index (Booth and Ainscow, 2016), which addresses three main areas: developing an inclusive culture, creating inclusive policies, and implementing inclusive practices. The research showed that the target universities do not significantly differ from each other in terms of the quality of inclusive education and the inclusivity of the environment. The collected data indicates that students generally evaluate the inclusive environment in their universities quite positively and believe that the educational process is accessible to everyone. It is noteworthy that SEN students mentioned that they are only partially involved in the educational process, their needs are less considered in planning, their studies require much more effort from their families, etc. Interviews with academic and administrative personnel showed that they are receptive to inclusive education in general. However, most have little experience communicating and teaching SEN students. There is no professional supervision for working with SEN students and no structural unit coordinating the organization of the educational process for SEN individuals in universities. Based on the main conclusions, the several recommendations were developed to improve inclusive education and the inclusive environment in universities.
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    Special Teacher - A Promoter of Inclusive Education
    (Batumi Shota Rustaveli State University, 2024-06-28) Zhvania, Irine; Doctor of Psychology, Associate Professor, Faculty of Psychology and Educational Sciences, Ivane Javakhishvili Tbilisi State University; Abashidze, Tamar; Doctor of Psychology, Associate Professor, Faculty of Psychology and Educational Sciences, Ivane Javakhishvili Tbilisi State University; Makharadze, Tamar; Doctor of Public Policy, Associate Professor, Faculty of Social and Political Sciences, Ivane Javakhishvili Tbilisi State University
    According to the data of 2024, there are approximately 12,000 students with special educational needs (SEN) studying in public schools (Education Management Information System, 2023). Consequently, the profession of the special teacher is becoming increasingly relevant. Since the implementation of inclusive education in the country, there has been a need for personnel to assist subject teachers in educating SEN students. Initially, the Law of Georgia on General Education included a provision for a "teacher of students with special needs." In 2010, an amendment defined the term "special teacher." According to the latest revision, a special teacher is defined as "a person with professional knowledge, skills, and relevant qualifications defined by the professional standard of a teacher, who independently or together with a subject teacher teaches students with special educational needs or works with them individually or in groups to improve learning outcomes and develop various skills" (212). Despite the legislative definition and the significant role of the special teacher in schools, the issue of special teacher qualifications still persists. After intensive discussions, it was decided that existing special teachers must confirm their professional competence by passing an exam to be granted the status of senior special teacher. It was determined that "a practicing special teacher is required to pass the special teacher exam defined by Georgian Law by January 1, 2025, to confirm their professional competence" (Article 613). Based on the professional standard for special teachers, an exam program was developed, and in 2021, the National Assessment and Examinations Center (NAEC) conducted the first senior special teacher exam. Since then, this exam has been held annually, with about 2,600 applicants each year. Some of this applicants are practicing special teachers in the system seeking status change, while others are entering the system for the first time as senior special teachers. One way to strengthen the profession of special teachers is to diversify the pathways to becoming a senior special teacher. Until recently, the status of senior special teacher could only be obtained through an exam, but starting in 2024, a "60-credit special teacher training program" will be launched, granting graduates the status of senior special teacher.