11.1.1 Definition of the target group(s)

In Georgia, special educational needs (SEN) are defined broadly in accordance with national legislation and assessment practices. Learners may be identified as having SEN due to physical, sensory, intellectual, developmental, behavioural or emotional difficulties; specific learning difficulties such as dyslexia or dyscalculia; autism spectrum disorders; speech and communication challenges; chronic health conditions; or other functional limitations that affect participation in learning.

Eligibility for SEN support is determined through multidisciplinary assessments coordinated by the Ministry of Education, Science and Youth (MoESY). These teams—comprising psychologists, special educators, speech therapists, social workers, and medical specialists, as needed—evaluate functional needs and develop an Individual Educational Plan (IEP) that outlines tailored educational goals and support measures.

The assignment of special educational needs status is based on a psycho-educational assessment coordinated by the Inclusive and Special Education Support Center (Division) of the LEPL Office of Resource Officers of Educational Institutions. The Center also provides specialized consultancy services to support students with behavioural, visual, and auditory impairments, as well as communication, language, and speech disorders, as well as the individuals involved in their education.

To address the individual requirements of students with special educational needs (SEN), general educational institutions provide support from a range of professionals, including special education teachers, psychologists, speech therapists, and mobility and orientation specialists. Additionally, SEN assistants and, where necessary, social workers are integrated into the process.

11.1.2 Specific support measures

Mainstream schools are responsible for implementing SEN support as part of the national commitment to inclusive education. 

Support is provided through a combination of pedagogical, organisational, and technical measures. These include differentiated instruction, adapted learning materials, individualised tasks, and assistive technologies. Teaching approaches are adjusted to accommodate diverse learning needs and to ensure participation in classroom activities. A range of specialists supports the implementation of inclusive education, including special education teachers, school psychologists, speech therapists, and, where necessary, mobility and orientation specialists. SEN assistants and other support staff may also be involved, depending on the learner’s needs.

Curricular adaptations are based on the Individual Educational Plan and may include modifications to content, extended time for tasks and assessments, or alternative methods of demonstrating learning outcomes. Schools also progressively improve physical accessibility and learning environments to support inclusion.

The overall approach is guided by the principle that mainstream inclusion is the default, and that support should enable participation in the full range of school activities.