Definition of the Target Group(s)

Based on Education of children with disabilities aims to develop their full intellectual and physical potential, and improve the quality of their lives to prepare them to fully integrate into society and the labour market.

Inclusion of children with disabilities to specialized educational institutions for them is generally temporary. The inclusion and integration of children with disabilities in mainstream kindergartens and schools of basic education is paramount.

To students who cannot hear and speak, is guaranteed the right to communicate in sign language, while those who do not see the use of Braille script.

To students with disabilities is ensured the right to education in secondary schools, higher education, according to the criteria approved by the Minister of Education and the Minister of Health.

Admission Requirements and Choice of School

Students with disabilities stands at specialized schools until the age of 19 years.

Local educational unit creates a commission, made up of doctors, psychologists, teachers and specialists for children with disabilities, who, after examining the request of a parent or director of an educational institution, provides recommendations for pursuing the child in a common education institution or a specialized one.

Parents decide whether their child with disabilities will attend a specialized institution or ordinary basic education. Parents may at any time remove a child from school when the judge that he does not benefit from lessons or there are other better options.

The Ministry of Education, in collaboration with the basic unit of local government and in consultation with the parents committee, provides education for children with disabilities in one of the two types of educational institutions, ordinary or specialized.

ORDER NO. 31, DATED 28.01.2020, REGULATION "ON THE FUNCTIONING OF PRE-UNIVERSITY EDUCATIONAL INSTITUTIONS IN THE REPUBLIC OF ALBANIA" determines the establishment of two committees: 

Multidisciplinary Committee at the Local Educational Office and the 

Committee at the educational institution (IA).

Age Levels and Grouping of Pupils

Curriculum, Subjects

Inclusive practices in the field of education of children with disabilities in our country are a product of the development of the special education process for these children, over the years, preserving and inheriting the best features, embracing the positive experiences of European societies, as well as being strongly influenced and influenced by national experience. Teaching with students with disabilities requires special care and adaptation in the teaching process to address the needs and challenges of these students. This includes lesson planning taking into account the individuality of each student, using differentiated methods and strategies, as well as adapting teaching materials to improve their access to learning. The guide “Implementing the curriculum for children with disabilities in pre-university education” represents a resource material to assist assistant teachers, providing methodologies and practices that are used to adapt, deconstruct and implement the official curriculum to improve access and learning for children with disabilities.

This Guide qualifies Individual Educational Plans (IEPs) as a form of curriculum implementation for students with special needs

The main elements of the IEP are:

Student development in specific areas This section provides some personal data about the student and a summary of the description of the student's current status based on the areas of his development such as: - Sensory-motor development area: large and fine motor skills, balance, eye-hand coordination, rhythm, muscle tone, movement, etc. - Language and communication development area: verbal communication (speaking, signs, expression, vocabulary, reading) and non-verbal communication (writing, sign language, symbols, gestures, body language), etc. - Social-emotional development area: social skills and skills for cooperation, expression, identification and management of feelings, self-management, etc. - Cognitive development area: active use of the senses, understanding, analysis, selection, categorization, problem solving, understanding cause and effect, etc. - Life skills and personal autonomy area: active participation in the environment, level of initiative, level of independence, health, safety, life skills, leisure activities, etc.

Expected student outcomes in development areas and/or subjects. For children with severe or multiple disabilities, when teaching cannot be organized according to subjects, it can be organized through activity areas. In these cases, the educational-learning process can be organized according to activity areas. Activity areas are closely related to each other and the development of one is related to the development of the other.

The Guide includes implementation strategies, a comprehensive understanding of the official curriculum designed for children with disabilities. It describes the curriculum objectives, content and teaching approaches adapted to meet the diverse needs of students with disabilities. This Guide serves as a basis for teaching practices and helps teachers make informed decisions to support their students’ learning.

Students with disabilities learns according to common curriculum and syllabuses, adapted for them or specialized ones.

Zbatimi-i-kurrikules-per-femijet-me-aftesi-te-kufizuara-ne-AP.pdf

Teaching Methods and Materials

The guide also includes:

Teaching strategies and methods.

Tools which describe all the didactic materials used in the classroom with students to achieve results, e.g. the use of didactic tools, technological tools and programs, aids, photographs, illustrations, logic games, etc.

Also it includes additional support from human resources: This describes all the services that the student receives during the learning process, such as: support from the assistant teacher, the class teacher, the child's personal assistant (if any), the parent, help from peers, etc.

INSTRUCTION NO. 26, DATED 25.11.2019 FOR THE TEACHER'S ASSISTANT FOR
STUDENTS WITH DISABILITIES IN PUBLIC INSTITUTIONS OF PRE-UNIVERSITY EDUCATION identifies the criteria that an assistant teacher for students with disabilities must meet. 

He must meet these criteria:

a) Be equipped with a second cycle diploma in the field of education

b) Have completed specialized training in the treatment and education of students with disabilities and be equipped with a certificate/attestation/diploma, which confirms this increased professional competence.
DUTIES OF THE SUPPORT TEACHER
The assistant teacher provides his assistance for the full development of the intellectual and physical potential of students with disabilities (AD).
The assistant teacher collaborates with the subject teacher or teachers, the tutor and the psychologist/social worker for the inclusion of students with disabilities in mainstream educational institutions. The assistant teacher, in collaboration with the teacher of the student with disabilities/subject teachers and parents, drafts and implements the student's individual educational program (IEP), approved by the school committee for children with disabilities.

Udhëzues-mbi-mbështetjen-e-nxënësve-me-aftësi-të-kufizuara-në-arsimin-parauniversitar.pdf

Progression of pupils

The guide also identifies the evaluation of the achievements of students with different abilities. The assessment of the field of activities should be done based on the results determined for that field of activities. The assessment should be done by all persons who have worked with the student in the development of that field of activities. The assessment should be written and descriptive, covering all the elements that include the fields of activities.

Certification

The assistant teacher together with the subject teacher provide full assistance for the development of the maximum potential of students with disabilities; They also cooperate with the tutor, psychologist and social worker and assist students with disabilities during the learning process, to enable their full participation. They draft together the Individual Educational Plan and the assessment method. The guide contains examples of ready-made assessment forms. Certification is a unique process for all levels of education.