Although the education system prioritises inclusive education within mainstream settings, Georgia maintains a limited number of specialised institutions for learners whose needs cannot be adequately met in mainstream schools, even with additional support. These institutions primarily serve learners with profound intellectual disabilities, complex developmental disorders, or severe sensory impairments requiring specialised environments and intensive support.

Integrated classes are operational across 11 public schools, providing services for students with Autism Spectrum Disorder (ASD) and those with sensory (hearing) impairments.

11.2.1 Definition of the target group(s)

Admission to specialised provision is based on a psycho-educational assessment conducted by multidisciplinary teams and requires parental consent. Learners eligible for such provision are those with complex and intensive needs requiring continuous support, specialised pedagogy, and therapeutic interventions beyond those available in mainstream settings.

Student enrollment in various services is carried out based on the recommendations of a psycho-educational assessment and counselling specialist and with the prior consent of the parent.

11.2.2 Admission requirements and choice of school

Parents or legal representatives retain the right to choose between mainstream and specialised provision. Placement in specialised settings is based on professional recommendations, and families have the right to appeal decisions in accordance with administrative procedures defined in education legislation.

Parents or legal representatives have the option to choose between a special school and a public school.

11.2.3 Age levels and grouping of pupils

In specialised settings, learners are grouped primarily according to developmental needs rather than strictly by age. Class sizes are small to enable individualised support, and grouping arrangements remain flexible to accommodate diverse functional profiles.

11.2.4 Curriculum and subjects

Special schools follow the National Curriculum, adapted according to individual needs. Additional subjects—such as sign language, Braille literacy, orientation and mobility skills, daily-living skills or enhanced communication programmes—are offered depending on the type of disability.

Educational programmes may include individualised, sensory-based, and expanded curricula. These are developed collaboratively by institutional staff, national experts, and specialists from the Ministry of Education, Science and Youth. 

11.2.5 Teaching methods and materials

Teaching approaches are tailored to learners’ specific needs and may include tactile and visual materials, sign language interpretation, Braille resources, assistive technologies, and structured therapeutic interventions. Specialised materials and support are provided through state-funded programmes.

11.2.6 Progression of pupils

Progression is determined through the IEP and the learner’s functional development. Class repetition is infrequent, with emphasis on individual progress rather than age-based benchmarks. Learners may transfer to mainstream schools if the Psycho-educational Assessment and Counselling Specialist determine readiness.

11.2.7 Certification

In the Georgian education system, the certification process differs by level. In general education, learners in specialised settings receive state-recognised certificates upon completion of the relevant level of education, regardless of curriculum adaptations.

In vocational education and training, certification depends on the type of programme followed. Learners who complete programmes with adaptations (accommodations) receive a standard qualification. In contrast, those following significantly modified programmes may receive documentation describing the achieved learning outcomes and competencies.