State of Inclusion in Georgia
In the last ten years, Georgia has seen important changes in the educational sphere. Following the Rose Revolution in 2003, the government initiated reforms to change the entire system of education. The reforms were fast-paced and encompassed all areas, including: school management, school finance, the national curriculum, university entrance examinations and teacher policies.
Currently the Law on General Education (2005) still retains some of the major principles declared at the launch of the 2004 reform.
The Educational System Realignment and Strengthening project “Ilia Chavchavadze” was made more active, both in terms of the school management and its financial capabilities, in order to improve the teaching and learning process. These reforms can be called extraordinary consequent to the scales and ambition.
Accessibility of education for children with disabilities has been prioritized by the Ministry of Education and Science within the framework of the current reform. From 2009, the Teachers Professional Development Center started to work with the issue of Inclusive Education issues. The main goal of the direction is to support/promote establishment of inclusive education in Georgia. The aims include developing the standard for Special Education Needs Teachers, supporting the increase in knowledge and skills of teachers at public schools about inclusive education, and supporting the establishment of public schools specializing in special needs education.
The Government of Georgia (Decree No300) identified certain groups of the population that needed more attention from the State. In these population groups are students from high mountainous regions, occupied territories, minority populated schools, whose parent died in battles for the territorial integrity of Georgia, orphans, socially vulnerable individuals, from villages bordering occupied territories and those under State custody.