Faculty of Psychology and Educational Sciences

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Achievements and Challenges of the Practice of Assisting Students with Special Educational Needs
(Batumi Shota Rustaveli State University, 2024-06-27) Demetrashvili, Giorgi; Education Strengthening Program Manager, Charitable Foundation "Caritas Georgia"
In recent years inclusive education has gained prominence globally as a means to adapt educational systems to cater to the diverse needs of all students, ensuring equitable access and participation. Georgia implemented inclusive education policies starting in 2006, with significant strides made after the introduction of personal assistants for students with special educational needs in 2018. This study explores the implementation of this service in Georgian schools, focusing on the challenges encountered. Qualitative research was used to investigate the experiences and perspectives of stakeholders involved in inclusive education. Three distinct focus groups were conducted, involving school administrators, special needs assistants (SNAs), and staff from the National Center for Teacher Professional Development. A total of 34 participants provided insights through these focused discussions. The qualitative analysis revealed several challenges associated with the introduction of personal assistants in Georgian schools. Foremost among these challenges is the insufficient training and professional development opportunities available for assistants. Additionally, the ambiguity surrounding the roles and responsibilities of SNAs and communication barriers within school environments were identified as significant issues. Importantly, the study highlighted that high turnover rates among assistants are largely attributable to professional burnout. Addressing these challenges is crucial for enhancing the effectiveness of inclusive education initiatives in Georgia. The findings emphasize the need for strategic planning, targeted support measures, and resource allocation to optimize the support system for students with special educational needs and improve their educational outcomes.
The Caucasus On The Crossroads Of International Trade And Cultural Exchanges
(2022) Kipiani, Giorgi
წყაროებში არ არის სადღეგრძელოთა სისტემის ხსენება მე-19 საუკუნემდე, ამიტომ კავკასიური და ქართული სუფრა „გამოგონილ“ ტრადიციად უნდა ჩაითვალოს და რუსული სუფრის გაქართულებად (Ram H., 2018). აუთენტური ქართული სუფრა კი ხასიათდება როგორც რიტუალიზირებული, არაცივილიზებული და უკულტურო სმის ორგია საფავიდური სპარსეთის მსგავსად, რომელიც „კულტურული“ და სულიერებით დატვირთული ხდება მხოლოდ რუსული ლიტერატურიდან გადმოღებული თემატური სადღეგრძელოების შემოღების შემდეგ სტალინური ტოტალიტარიზმის ზეგავლენით (Manning P., 2012,2017). მსოფლიო არაფორმალურობის ენციკლოპედიაში სადღეგრძელოსთვის თანამედროვე საქართველოში ცალკე სტატიაა მიძღვნილი და ხასიათდება როგორც დომინირების ინსტიტუტი, რომელიც კარგავს მნიშვნელობას ჩრდილოვანი ეკონომიკის დაკნინების გამო (Muelfried, 2018). ნაშრომის მიზანს წარმოადგენს მიმოიხილოს არსებული წყაროები, რათა გაანალიზებულ იქნეს ქართულ სუფრაზე ალკოჰოლის მიღების ეთნოფსიქოლოგიური თავისებურებანი. ნაჩვენებია, რომ სუფრა მე-16 საუკუნიდან ხასიათდება, როგორც მრავალი სადღგრძელოს შემცველი კომპლექსური გამოკვეთილად რელიგიური ხასიათის ცერემონია გალობის თანხლებით. მაშრომში ასევე გამახვილებულია ყურადღება, რომ დისკუსიის წამომწყებთა მიერ თავიდანვე დასახული იქნა ქართული სუფრის როგორც დემოკრატიის დამაბრკოლებლის კრიტიკის ამოცანა და აქცენტი სუფრის რელიგიური კონტექსტის უგულებელყოფაზე იქნა მიმართული. სადღეგრძელოს რელიგიური კომპონენტის სიძლიერე დასტურდება საქართველოს მთიანეთში არსებული მუხლმოდრეკით სმის ტრადიციაში, ასევე თანამედროვე ადიღელ ჩერქეზებში სადღეგრძელოს შესმის თავისებურებებით. ნაშრომში ანთროპოლოგიური ანალიზის საფუძველზე ასევე ნაჩვენებია განსხვავება ალკოჰოლის მიღების ორ ტიპოლოგიურად განსხვავებულ კულტურას შორის- ერთის მხრივ „ღვინის“, „სველ“ კულტურას, რომელშიც სმა მისაღებია დათრობის გარეშე(საქართველო) და მეორის მხრივ „მშრალ“ „შემაგრებული“ სასმელების კულტურას (რუსეთი) შორის, სადაც დალევისას დათრობა მისაღებია. სადღეგრძელოს რიტუალის აღწერილობები ადასტურებს სუფრის ტრადიციის ქრისტიანული სულიერებით დატვირთულობას საქართველოსა და კავკასიაში. სუფრის ტრადიციის კრიტიკა, რომლის მიხედვით მე-19 საუკუნის რუსული იმპერიული ზეგავლენა წამყვანია კავკასიური სუფრის როგორც კულტურის ფენომენიის ჩამოყალიბებაში, მეტყველებს ამ მიდგომის იდეოლოგიურ საფუძველზე.
Challenges of inclusive education practice
(Batumi Shota Rustaveli State University, 2024-06-28) Kobuladze, Nato; Associate Professor, Department of Pedagogy, Akaki Tsereteli State University
The inclusive education model is based on the principle that all children have the right to receive education and to reveal their potential as much as possible in general education schools. Every person is an individual. Difference creates diversity. Thus, the environment should create all the conditions for the manifestation of opportunities, so that each person feels like an important, necessary, and socially developed person.Teachers make a significant contribution to the quality implementation of inclusive education, and therefore, teacher training university programs must develop the relevant competencies for future teachers. In the paper, we share with you the research of A. Tsereteli State University regarding the teaching of "inclusive education", which was carried out within the framework of the 5-credit training course of the 300-credit teacher training program - "inclusive education". In this course, embedded practice in public schools is integrated. Schools and students have understood the rights and responsibilities of practicing in a quality and result-oriented manner. Within the framework of the training course, the lecture is held at the university (15 hours in total), and the student spends two hours of practice at school (30 hours in total), under the mentorship of a special teacher. During the practicum, the student is required to produce a portfolio that includes several activities outlined in the embedded practicum syllabus. The presentation of the presented portfolio is held at the last summary lecture, to which the special teachers of the schools, in which the mentioned built-in practice took place, are also invited. In the 2023-2024 academic year, we conducted a study regarding the implementation of the practice of inclusive education for students. The aim of the study was: to reveal the needs of inclusive education practice. Quantitative and qualitative research methods were used, namely, interviews, and questionnaires. The research was conducted on the example of five public schools in Kutaisi. 14 students in the 3rd year of the 300-credit teacher training program participated in the research. Based on the results of the research, conclusions and challenges were highlighted that most special teachers work with students with special needs and subject teachers try to avoid developing individual plans, and students spend most of their time in the classroom and not in the classroom. environment. To improve the practice of students, the following recommendations were developed: - It is important to devote more time to practice in school and observe students; - To increase the awareness and involvement of teachers regarding inclusive education; - On the part of subject teachers, more attention should be paid to researching the needs of students with special needs; - It is necessary to spend more time working on individual plans and developing and modifying resources; - to increase constructive cooperation between subject teachers and students. The results and recommendations of the given research were sent to the principals of the schools receiving the practice to share the results of the said research with the teachers and special teachers of their schools, to further improve the practice.
Classroom observation results from MTSS
(Batumi Shota Rustaveli State University, 2024-06-28) Zurabishvili, Shota; Master of Education and International Development, Inclusive Education Specialist, USAID Basic Education Program / RTI International
In recent years, the Ministry of Education, Science, and Youth of Georgia has implemented reforms to increase accessibility to inclusive education, but high-quality teaching tailored to diverse student needs remains a challenge. Teachers face obstacles in addressing students' learning, behavioral, and social-emotional difficulties, and existing resources are insufficient to ensure high-quality education for all students. To address this gap, USAID Basic Education Program has been piloting the Multi-Layer Support System (MTSS) in 15 public primary schools starting in September 2022. MTSS includes three tiers of integrated academic, social-emotional, and behavioral support. Tier 1 involves school wide programming to meet the needs of all students. Tier 2 provides small-group interventions and targeted support for at-risk students. Tier 3 offers intensive, individualized interventions for students not responding to Tier 2. During the 2022 – 2023 and 2023 - 2024 academic years, MTSS Tier 1 has been implemented in the pilot schools. The special program was developed combining guidelines for MTSS at the primary level and for students' social and emotional development. Based on this program and teachers’ professional standards, a teacher observation tool was created. This tool evaluates classroom practices in four sections: 1) Creating connections with children, 2) Promoting social-emotional competencies, 3) Organizing lessons, and 4) Teaching and assessment. Each section contains 5-8 indicators, with observers marking "yes" or "no" to denote whether a teacher meets the criteria. Definitions accompany each indicator to ensure accurate and objective observations. Data is collected through a special application, Tangerine: Coach, allowing centralized analysis. Scores for each indicator represent the proportion of affirmative observations, calculated as the ratio of "yes" responses to the total responses. Education specialists from Ilia State University conducted observations using this observation tool, involving 346 teachers from the 15 pilot schools. The research revealed several findings: 1) Promotion of social-emotional competencies scored lower compared to other sections; 2) Grades 3 and 4 recorded higher scores in all areas compared to grades 1-2 and 5-6, with Grade 5 scoring the lowest in all sections; 3) The lowest scores were found in assessing students with special needs.
Collaboration between Early Inclusive Education System and Early Intervention Services
(Batumi Shota Rustaveli State University, 2024-06-28) Kurtsikidze, Lia; Master of Psychology, PhD candidate of Educational Sciences, Invited lecturer, trainer, Faculty of Business, Technology and Education, Ilia State University
This study analyzes the effectiveness and availability of state programs for early childhood development across nine municipalities in Georgia. The study employed a mixed-methods approach, combining quantitative and qualitative data collection. Surveys and structured interviews were conducted with early childhood development service providers, parents, and local stakeholders across the nine municipalities. Additionally, secondary data from government reports and relevant literature were analyzed to contextualize findings. This comprehensive approach ensured a robust understanding of the accessibility and effectiveness of early childhood development programs in the region. It emphasizes the importance of early interventions in positively influencing children's development. The research identifies a high demand for early intervention services, reflecting growing awareness and improved early detection, yet also highlights challenges like long waiting lists and a shortage of qualified specialists. The study finds that, despite the increasing number of early development service providers, many children, especially in rural areas, still lack necessary interventions. This issue significantly hinders their developmental potential. In these areas, parents, particularly mothers, face difficulties balancing caregiving and economic activities. The research underscores the need for more equitable distribution and increased access to early intervention services. It identifies six municipalities—Tbilisi, Gardabani, Kazbegi, Chiatura, Lentekhi, and Khulo—as requiring expanded access to these services. However, it notes specific limitations in highland municipalities like Khulo, Lentekhi, and Kazbegi, such as population dispersion, harsh weather, transportation issues, and cultural factors, which create barriers to sustainable service delivery. To address these challenges, the study suggests modeling telepractice and alternative services. In the capital optimizing service availability involves strengthening existing providers rather than introducing new ones. The study identifies Gardabani and Chiatura as promising areas for service expansion, given the expressed need, proactive local stakeholders, and favorable demographic distribution. The research also highlights the need for significant efforts in early detection. It points out that primary healthcare and preschool education sectors lack systematic practices for child assessment and appropriate referrals. Many healthcare representatives and preschool teachers are not adequately trained or permitted to communicate developmental concerns to parents. Consequently, many children’s developmental delays remain unaddressed.
Cultural Assimilation of International Students and the Role Attitudes of Mainstream Population Play
(უკრაინის სახელმწიფო ფისკალური სერვისების უნივერსიტეტი, სოციოლოგიის და ფსიქოლოგიის ფაკულტეტი, 2021) Despotashvili, Medea
It has been about ten years that universities in Georgia accept international students From Europe, United States, Asia and Africa. Georgia has been considered as one of the tolerant countries to diversity, being home for people of different culture and religions. In parallel, international students often report that they face major challenges just because of their origin. The value of the research comes from the context of the country. From one hand, we are able to investigate factors of cultural assimilation of long term minorities living in the country for many generations. From the other hand, we have unique possibility to track cultural assimilation process when there is a new, previously unrepresented group of immigrants. Therefore the research has both theoretical and practical value. The goal of the research is to identify what factors may influence – make easier or complicated – newcomers’ social integration. In this unique and specific environment, we try to answer the question: what are the factors that sometimes make assimilation easy or hard, how do attitudes of immigrants and locals influence this process, etc. The study is an attempt to consider cultural assimilation as a dynamic process with more than two dimensions and bring readiness of mainstream population to accept an outgroup as a factor of cultural assimilation.
Determinants of Students' Satisfaction in Higher Education Institutions: A Study of Georgian Students with Special Education Needs
(Batumi Shota Rustaveli State University, 2024-06-27) Tsereteli, Mzia; Professor, Faculty of Psychology and Educational Sciences, Ivane Javakhishvili Tbilisi State University
Understanding the factors that contribute to students' satisfaction in higher education institutions (HEIs) is of paramount importance in ensuring their overall well-being and success in their academic journey, particularly for students with special education needs. The study aims to investigate the key factors that contribute to students' satisfaction with their higher education institutions. The research utilizes secondary data from the Eurostudent 8 international survey, specifically focusing on the Georgian national database collected during the spring term of 2022. The sample consists of over one thousand students with special education needs from various universities in Georgia. To determine the predictors of satisfaction among students with special education needs, Multiple Regression Analysis was employed. The findings revealed that several factors significantly influenced the satisfaction of Georgian students with special educational needs, including a positive and supportive study environment, a sense of identification with their university and class, as well as proficiency in essential soft skills such as teamwork, tolerance, communication, and problem-solving. The findings are examined in the context of students' gender and study level. Overall, this research illuminates the level of satisfaction among Georgian students with special education needs towards their higher education institutions. Furthermore, this study contributes to a deeper understanding of the future development of policies for students with special educational needs in Georgian HEIs.
Early childhood educators’ Readiness for an Inclusive Educational Environment
(Batumi Shota Rustaveli State University, 2024-06-28) Makaradze, Nana; Professor, Department of Pedagogical Sciences, Faculty of Exact Science and Education, Batumi Shota Rustaveli State University; Gurgenidze, Marine; Associate Professor, Department of Pedagogical Sciences, Faculty of Exact Science and Education, Batumi Shota Rustaveli State University; Makaradze, Natia; Manager, Batumi Kindergarten No. 35, Association of Batumi Kindergartens; Diasamidze, Anano; Student, Undergraduate Educational Program of Psychology, Faculty of Law and Social Sciences, Batumi Shota Rustaveli State University
Early childhood teacher-educators have an important role in promoting the development and full integration of children with special educational needs in pre-school educational institutions. According to the professional characteristics defined by the Early Childhood Educator Professional standard (2017), teacher-educator must know "the existing legislation in the field of inclusive education and the principles of inclusive education". Additionally, they must be familiar with "various types of deviations that prevent a child's learning and independent functioning; that contribute to the learning and development of a child with special needs. ’’The mentioned document, in the part regarding the educational environment and process, defines the approaches teacher-educators should implement in order to ensure the following: protection of health and safety of the child, creation of a benevolent and inclusive environment, cooperation of different parties as they relate to the child, and the effectiveness of the educational process. The development of the competencies of early childhood teacher-educators and the implementation of relevant policies are crucial for ensuring the full development and integration of children with special needs. Even though inclusive education is gaining more and more importance in modern society, problems still arise regarding the adaptation of the environment and resources in preschool educational institutions, complete inclusion of children with special needs in the educational process, and the creation of individual plans and individualization. Most of the above mentioned problems are directly linked to the level of early childhood teacher-educator competencies in the inclusive education field. The purpose of the research is to study the readiness of teacher-educators for an inclusive educational environment and to reveal the existing challenges. In particular, the study zeroes in on the competencies teacher-educators should have to ensure quality inclusive education at the level of early and preschool education, as well as the ones they already possess. Additionally, the research aims to uncover the challenges and needs the preschool education system faces in this direction and the means to improve the current situation. Research Methodology: within the framework of a quantitative research, a questionnaire survey of educators and special teachers was conducted, while qualitative research focused on observing the kindergarten environment, educational process and resources. The focus groups for the latter included groups of early childhood educators, special teachers, kindergarten managers and methodologists. Main Findings: the physical environment and learning resources in preschool educational institutions are not fully adapted to the needs of children with special needs. The scarcity of specialized training materials, technical means and human resources was revealed. Full integration of students with special needs in the process of upbringing and education remains a challenge. Oftentimes, educational processes are not sufficiently adapted to the unique needs and abilities of each child; The need for continuous professional development of early childhood educators in the direction of inclusive education was stressed.
Early Identification and Prevention of Dyslexia in Primary School
(Batumi Shota Rustaveli State University, 2024-06-27) Gagoshidze, Tamar; Professor, Faculty of Psychology and Educational Sciences, Ivane Javakhishvili Tbilisi State University
Dyslexia is the most common learning disability among schoolchildren. In Georgia, we lack epidemiological data on its prevalence in any population. According to American data, 15% of schoolchildren have learning disabilities, with the largest share (7%) being cases of dyslexia. According to English and French data, 3.5% to 7% of students are diagnosed with dyslexia (Di Folco et al., 2021). Reading skill development disorders dramatically impact not only an individual’s future but also their personality formation. Early identification, prevention, and targeted educational intervention for reading skill disorders are crucial. In Georgia, teachers are not equipped with educational assessment tools for dyslexia, knowledge about its diverse manifestations, reading instruction models, or various strategies. Often, such students are labeled as irresponsible and lazy. If students do not exhibit behavioral problems, they may reach the basic level unnoticed, where their learning problems become sharply evident. Globally, the Response to Intervention (RTI) model is being widely implemented. It has been developed in the USA since 2004 and has been actively tested in schools since 2008. Before this, students were integrated into the special and inclusive education system only after meeting specific formal classification criteria, including for dyslexia. Students with less pronounced learning and behavioral problems did not receive timely assistance, making their subsequent education process very difficult (Grosche, Volpe, 2013). The Response to Intervention model is not focused on outcomes and diagnosis. It is based on a proactive conceptual framework aimed at preventing and timely identifying academic and behavioral problems in students (Fletcher, Vaughn, 2009). According to this model, all students are taught in school using evidence-based literacy instructions, strategies, and models. If a student lags in acquiring academic skills for some reason, whether or not they qualify for special or inclusive education, they are provided with additional training within the school through changes in learning strategies. If the school can no longer support them, only then are specialists from the special education system involved. In this model, the central figures are general education teachers and school special educators, who conduct timely educational screening, monitor results, and respond if they notice the student’s learning pace has fallen behind. Therefore, teachers must have appropriate competencies in modern methods and strategies for acquiring academic skills.
Early Support for Children with Disabilities - the Initial Stage of Inclusive Education
(Batumi Shota Rustaveli State University, 2024-06-27) Melikishvili, Manana; Doctor of Psychology, Associate Professor, Faculty of Psychology and Educational Sciences, Ivane Javakhishvili Tbilisi State University
Today the idea of inclusive education is spread widely in Georgia, which was facilitated by the ongoing reforms in the field of education. Early support for children with disabilities, as a basic structural component of the educational system, can radically change the effectiveness of learning and their social integration. Developmental psychologists have confirmed the importance of early age for child development, the uniqueness of early years has been proven in order to maximize the correction of developmental disorders of a child with disabilities. The main goals of early aid include: the general development of the child and the maximum possible correction of developmental disorders; improvement of the child's quality of life and social adaptation. It has been proven that if severe disorders of psycho-physical development were detected at an early stage, early interdisciplinary help is provided to the child and family support is competently organized, then these severe developmental disorders can be better compensated. According to the Early Years Research Institute for Inclusion (ECRII) parents of children with disabilities who participate in inclusive programs report positive changes in their children's confidence, self-esteem, and self-efficacy. Research results also indicate that when teachers feel well prepared, have a positive attitude towards inclusion and are willing to work together, they can provide significant support to children. As inclusion in preschool classrooms increases, teachers attitudes and beliefs may vary. Inclusive education is likely to fail when teachers do not have a positive attitude towards inclusion. It is important to study the following issues in depth: 1. What is the attitude of the preschool administration and teachers regarding the inclusion of children with special needs in regular classes; 2. How are teachers recruited, are their knowledge of special needs and their experience in inclusive education of children taken into account; 3. Do teachers training and professional roles matter when it comes to their attitudes towards inclusive classrooms; 4. Do specialists use different forms of work to improve the competence of parents.
Financing of Inclusive Education in General Educational Institutions and Modern Challenges
(Batumi Shota Rustaveli State University, 2024-06-28) Tsinaridze, Ramin; Doctor of Business Management, Associate Professor, Faculty of Economics and Business / Department of Finance, Banking, and Insurance, Shota Rustaveli Batumi State University; Rijvadze, Giorgi; Doctoral Student, Business Administration, Faculty of Economics and Business / Department of Finance, Banking, and Insurance, Shota Rustaveli Batumi State University
Education is a fundamental and constitutional right of every individual. Education for any individual is an investment in human capital, ultimately providing society with productive skills. In turn, any state must ensure access to education and create appropriate conditions for individuals with all kinds of abilities, as providing high-quality education for the entire population is vital for any country aspiring to development. Analyzing the educational space of developed countries confirms a direct connection between increased educational funding and quality improvement, which means that effective initiatives must be implemented, proper distribution of investments in education must be ensured, and effective educational strategies must be developed to foster the development of necessary skills in students. In the years following Georgia's independence, children with special educational needs were less integrated into society, and until 2004, they were not provided with specially adapted conditions. Since this period, with ongoing reforms in the country's educational system, the development of inclusive education have been recognized as a state priority. Within the framework of the program to promote inclusive education, five sub-programs were implemented. Since 2006, with cooperation with Caritas Germany and financial support from the Federal Ministry for Economic Cooperation and Development of Germany, and later through the introduction of a payment scheme for special teachers by the state, along with a gradual increase in expenditures in the education sector as a percentage of GDP, inclusive education has become one of the priority directions of educational reform in our country. This has ultimately facilitated the integration of students with disabilities into educational systems. Today, more than 8,000 students with special needs benefit from this "benefit." In the 2023 state budget, inclusive education was funded with 42.6 million GEL, and within the program, a salary increase of 125 GEL was provided for special teachers. In 2021, for the first time in our country's educational history, an exam for special teachers was conducted. Our paper examines the dynamics of the salary scheme for teachers of students with special needs in general educational institutions to promote inclusive education, its positive and negative aspects, and, through the use of analogy and comparison methods, the specifics of the work of special teachers in Georgia and abroad. In conclusion directions for improving the strategy for increasing the financing of inclusive education are presented.
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.
Inclusive Education Support Process in the Classroom - Field Dynamics
(Batumi Shota Rustaveli State University, 2024-06-27) Isakadze, Tamar; Psychologist, Consultant of the Inclusive Education Promotion Program, National Center for Teacher Professional Development
Inclusive education is one of the most significant challenges of the modern educational system, requiring a complex and holistic approach. In Georgia, inclusive education has undergone significant transformation since the Soviet period, reflecting a shift towards more progressive, human rights-oriented educational practices. The paper presents a discussion on classroom dynamics that respond to field theory; it examines the challenges and outcomes for teachers and students, particularly focusing on the potential risks of segregation and the necessity for the development of a unified classroom field. Field theory, initially developed by Kurt Lewin, provides a framework for understanding group dynamics. According to this theory, behavior is a function of the person and the environment, together creating a psychological field. In the classroom context, the field includes all students, the teacher, and their interactions. This perspective helps us understand how different factors collectively influence behavior, considering the person and the environment as a whole system. A holistic approach is essential for the success of inclusive education, which involves creating a unified classroom field where all participants interact harmoniously. If the classroom field is fragmented, it leads to the segregation and marginalization of students with special educational needs. Like any environment, the classroom represents a dynamic field where multiple forces interact. When a students with special needs enter this field, they bring uniqueness that influences the existing dynamics and are themselves affected by the existing dynamics. The classroom field is a dynamic environment where student behavior and learning outcomes are determined by both personal and external factors. Creating a unified classroom field based on the principles of field theory ensures the full integration and equal participation of all students, including those with special educational needs, in the learning process. Conclusions and Recommendations: 1. A unified classroom field is crucial for the success of inclusive education. 2. Continuous professional development is necessary for teachers to manage the class effectively. 3. More research is needed to study specific strategies that will aid in unifying the classroom field and preventing segregation. 4. Prioritizing the recognition of dynamic interactions between various factors is essential.
Inclusive vocational education: challenges and perspectives
(Batumi Shota Rustaveli State University, 2024-06-27) Mikeladze, Madona; Associate Professor, Department of Pedagogical Sciences, Faculty of Exact Science and Education, Batumi Shota Rustaveli State University; Mamuladze, Nani; Associate Professor, Department of Pedagogical Sciences, Faculty of Exact Science and Education, Batumi Shota Rustaveli State University; Gogmachadze, Nino; Teacher, Department of Pedagogical Sciences, Faculty of Exact Science and Education, Batumi Shota Rustaveli State University
Inclusive vocational education ensures equal access to education for everyone, regardless of abilities and limitations, reduces discrimination and stigmatization of people with special needs, and contributes to forming an inclusive society where the dignity of all members is protected. It also increases the sense of equality and justice, responds to different labor market demands and provides personnel equipped with the necessary knowledge and skills. Inclusive vocational education enables people with special needs to become employed and independent. The purpose of the research conducted within the scope of the paper is to study the challenges and perspectives of inclusive vocational education by the example of a specific vocational institution. Within the framework of the study, the degree of inclusiveness of the vocational educational process was evaluated, which includes: adaptation of the learning environment, educational programs and teaching methods, availability of learning resources and auxiliary technologies, as well as raising the qualifications of teachers and their readiness to teach vocational students with special needs. Research methodology includes quantitative and qualitative research to study vocational institutions and students. As a result of the research, the main challenges were identified and recommendations were developed for the successful implementation of the inclusive educational process in the vocational field. The research will contribute to the improvement of practice in the direction of inclusive vocational education.
Practice of Teaching Children’s Rights at Ivane Javakhishvili Tbilisi State University / 2016-2021 /
(2021) Chkuaseli, Ketevan; Kitiashvili, Zakaria
Priorities of Skills Agency Georgia
(Batumi Shota Rustaveli State University, 2024-06-27) Gorgadze, Nino; Coordinator of support services for persons SEN and disabilities, Skills Agency Georgia
Skills Agency Georgia, together with Ministry of Education, Science and Youth, works actively to have an equal access on vocational education to every interested person, including persons with special educational needs (SEN) and disabilities, and promotes to create inclusive educational space in VET institutions developing various support services. Implementing inclusive vocational education has been started since 2013 and after that several supporting mechanisms has been developed in the system. In order to increase to vocational education programs, a special quota for persons with SEN and disabilities was created within each program, including dual programs since 2023. Procedure of admission to programs (Practical testing) tailored to persons with SEN and disabilities has been developed. In addition to tuition being funded by the state, after enrollment, additional quarterly, voucher funding is allocated to each student with SEN and disabilities to support their education process. Vocational students with SEN and disabilities are provided with different services such as an inclusive professional education specialist, a sign language interpreter, an individual assistant, mobility and orientation trainer. If necessary, the institution also provides transportation for students. In accordance with individual needs, teaching may be conducted with an individual curriculum. Nowadays is currently underway to implement the following supporting services/programs: • Implementing specific career orientation service for persons with SEN and disabilities; • Promoting continuous professional development inclusive education team of VET institutions; • Developing individual assistant program of person with SEN and disabilities.
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.
Strategies for Inclusive Environment Enhancement at Samtskhe-Javakheti State University
(Batumi Shota Rustaveli State University, 2024-06-27) Kurdadze, Irma; Professor, Samtskhe-Javakheti State University
The given paper highlights the main priorities and directions of Samtskhe-Javakheti State University to support the development of an inclusive environment. To enhance inclusiveness new courses and programs are actively initiated/prepared at the university. These programs and courses are directed to develop new knowledge and skills necessary for the development inclusive environment. One of the good examples is a newly developed course on enhancing social-emotional competencies among primary school pupils. In addition to the academic programs, various activities are carried out in non-formal education. Also, research studies are carried out to explore the attitudes of different groups of society toward inclusive society. The research findings are used while working on students’ BA and MA Thesis. The University regularly makes efforts to involve different stakeholders in the research projects, like subject teachers, special teachers, and representatives of non-governmental and state agencies. The Research findings are highlighted in academic courses and informal activates.
UDL Principles at ATSU Child Rights Syllabus
(Batumi Shota Rustaveli State University, 2024-06-28) Moralishvili, Sophio; Associate Professor, Akaki Tsereteli State University; Akhvlediani, Maia; Associate Professor, Akaki Tsereteli State University; Chchobadze, Isolda; Associate Professor, Shota Meskhiia State Teaching University of Zugdidi
The primary challenge in contemporary global education and learning is ensuring every student can achieve their full potential and excel in a highly technological and competitive environment. According to the OECD Educational Compass 2030, educational systems must develop students' skills and competencies to adapt continuously to changing environments. Emphasis is placed on areas such as critical thinking, problem-solving, teamwork, innovation, digital literacy, and adaptability. The adoption of the Child Rights Code, a key legal document addressing all major issues related to children's rights, marks a significant milestone in modern Georgian history. This responsibility extends beyond the state to individuals to ensure its full implementation and enforcement. Higher education institutions, particularly pedagogical faculties, play a crucial role in developing educators who uphold the highest standards in safeguarding children's rights. A notable paradigm in education, Universal Design for Learning (UDL), focuses on creating inclusive and effective learning environments for all students. UDL principles provide educators with a flexible approach to curriculum design, instructional practices, and assessment methods by recognizing diverse learning needs. Incorporating UDL is particularly important at Akaki Tsereteli State University, where a focus on child rights adds a unique dimension to these principles as education evolves. The launch of USAID's Educating the Future program, which supports Georgia in improving teacher preparation and educational sciences programs at Georgian universities, has heightened the relevance of this topic. The ATSU Child Rights syllabus, developed in partnership with UNICEF Georgia, aligns its goals, objectives, materials, and assessments with UDL principles. Implementing UDL shows significant potential for creating inclusive and effective learning environments. Since child rights education is inherently interdisciplinary, developing curricula for diverse learners requires careful consideration.
Universal Design for Learning - UDL and Response to Intervention Model - RTI for students with dyslexia
(Batumi Shota Rustaveli State University, 2024-06-27) Shashviashvili, Maya; Doctor of Educational Sciences, Teacher, Faculty of Psychology and Educational Sciences, Ivane Javakhishvili Tbilisi State University; Melikishvili, Manana; Doctor of Psychology, Associate Professor, Faculty of Psychology and Educational Sciences, Ivane Javakhishvili Tbilisi State University
Dyslexia can significantly determine the academic development of a student and, subsequently, the quality of their life. It is essential in the education system to implement an educational framework- Universal Design for Learning (UDL) and Response to Intervention (RTI) program in school. A student with dyslexia should receive targeted, individual support in the classroom, small groups, individually. The study aims to research an effective educational environment for students with dyslexia to solve their learning difficulties. The analysis of secondary information allowed us to get acquainted with the experience of international organizations and studies on educational frameworks. The main results of our study is that integration of UDL and RTI models is the most effective way to create an inclusive and responsive learning environment for students with dyslexia. This integration promotes accessibility, engagement, collaboration, and data-driven decision-making, leads to better academic outcomes and increases students chances of success; it also promotes collaboration of educators, specialists and parents, ensuring a comprehensive approach to solving reading difficulties. Three levels of RTI - high-quality instruction and support for all students; additional interventions and support; intensive interventions and comprehensive assessment – can improve learning outcomes for students with dyslexia or other disabilities (T. N. Odegard., J. Cooper., M. Hirschmann., E. Alexander, 2017).Three main principles of UDL provide conditions for students with dyslexia to demonstrate their abilities without the limitations caused by their reading and writing difficulties (G. Rappolt-Schlichtmann, 2018). For the teaching students with dyslexia it is important to integrate the three principles of UDL into all three levels of RTI. Several studies confirm that the integration of both models is the best way to support students with dyslexia (J.D.Basham, 2010). Implementing UDL and RTI models in the educational system can be challenging. It requires a deep understanding of the models, creating an inclusive learning environment, and ongoing support for teachers. Also, it often requires technological tools, training materials, and specialized personnel. Accepting these challenges is crucial for teachers and education policymakers to support students with dyslexia.

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