INCLUSIVE EDUCATION IN ALBANIA: CHALLENGES AND OPPORTUNITIES
DOI:
https://doi.org/10.46827/ejse.v12i1.6501Keywords:
inclusive education, educational policy, special educational needs, AlbaniaAbstract
Inclusive education constitutes a core principle of education systems, emphasizing equal access, participation and learning outcomes for all learners, especially those with disabilities. In Albania, the development of inclusive education has been influenced by national education reforms and international commitments, including alignment with European standards and the United Nations Convention on the Rights of Persons with Disabilities. This literature review critically examines academic and policy-related studies on inclusive education in Albania, focusing on key challenges and emerging opportunities, excluding analyses related to the inclusion of ethnic minorities. The literature identifies several structural and pedagogical barriers to effective implementation. Key challenges include insufficient pre- and in-service training of teachers in inclusive practices, limited availability of specialized support professionals such as psychologists and speech therapists, and inadequate school infrastructure to meet diverse learning needs. The research further highlights the discrepancies between inclusive education policies and their implementation in schools, often affected by large class sizes, limited financial resources and weak institutional monitoring. Attitudinal barriers, including limited awareness and resistance to inclusion among some teachers and parents. At the same time, the literature shows significant opportunities for strengthening inclusive education in Albania. Legislative developments, curricular reforms emphasizing learner-centered approaches and the introduction of individualized education plans have contributed to gradual progress. Increased focus on professional development, inclusive assessment practices and assistive technologies has further enhanced the capacity of schools to address the diverse needs of students. Collaborative initiatives between schools, local authorities and support services are also identified as promising practices. In conclusion, although Albania has established a supportive policy framework for inclusive education, continued efforts are needed to translate policies into effective practice. Targeted investments in teacher education, support services, and institutional capacity remain essential to ensure sustainable and high-quality inclusive education for all learners.
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