In regard to national minorities the law on minorities recognizes 9 national minorities in Albania. Article 10 of Law on Pre university education predicts that students that belong to respective national minorities should be granted the chances to learn their mother tongue as well as to learn respective history and culture based on approved teaching plans. In this regard several guidances are approve to define the respective teaching subjects that are developed in minority language and in Albanian language in schools where students from minorities learn. These guidances enable that 70% of the teaching subject for students that belong to Greek and Macedonian minorities develop several subject in their mother tongue. Main subjects that take place in respective minorities languages include: respective language, respective history, geography, natural sciences, math up to the 5th grade, biology, education on society, visual Art, Musics, citizenship and other subjects parts of curricula by choice.
Each teacher that educates students from national minorities are trained at least three times per year by Agency for Quality Assurance in Pre-University Educaito in regard to teaching based on curricula on national competencies and on respective accredited programmes selected by the teachers. School texts for national minority students of Greek and Macedonian belongings are distributed free of charge.
Law on pre-university education marks an important step regarding the rights of children with disabilities, for their overall inclusion and quality education. The principle of equality 30 and non-discrimination is determined on the legal basis that regulates it. Article 5 of this law guarantees the right for education for a lot of categories, including the children with disabilities. Article 20 guarantees the right to psycho-social services in the educational institutions. Article 44 focuses on the curriculum, and emphasizes the fact that the curriculum should be in compliance with the physical, mental, social and ethical development progress of the students, and their individual learning characteristics. The curriculum should be developed and implemented based on fundamental competencies of the student. Chapter XI of this law, specifically Articles 63-65 refer to the education of children with disabilities. Some of the novelties of this chapter are: the development of individualized education plans for students with disabilities who need assistance, the presence of teaching assistant and the establishment of committees of educational needs assessment for these children as well as school-level teams in quality education assistance.
The Normative Dispositions of pre-University Education, make up a new chapter dedicated to the education of children with disabilities. Chapter XIII of these dispositions, one of the longest and most comprehensive chapters, elaborates in details the requirements of the law for university education for these children, paving the way for implementation of the right to inclusive and high quality education for all children with disabilities. Based on the regulatory framework that came into force, every child should be educated, but the decision to enroll the child in general or special school, is left in the hands of the parents. Thus, children with disabilities, regardless of the type and severity of disability, have the right to enroll in nurseries, kindergartens and general schools. Attending preschool is facilitated by removing all fees for children who are commissioned. Also, the new regulatory framework has determined the criteria and procedures for the establishment and operation of committees for the assessment of children with disabilities at the Regional Education Departments or District Offices, which will consist of multidisciplinary teams and will be based on bio - psycho - social evaluation models. These committees will determine the child's need for a teaching assistant, but will also provide the necessary guidance for the design of individual educational plan, that will follow each child with disabilities. In addition, during the recent years, the Ministry of Education and the Agency for Quality Assurance in Pre-University Education have reviewed all preschool and school curricula, so that they can be designed in an inclusive language.
Education of students with special abilities is done in special schools as well as in mainstream schools. Mainstream education is a priority. Within this framework attempts are undertaken with EU assistance to transform special schools into resource centers, to train 15 000 teachers on inclusion as well as to prepare respective blueprint for transformation of schools into community centers.
Despite challenges the number of children with limited abilities and special needs in mainstream education shows increasing trends. On the other hand the same holds true in regard to assistant teachers. The report between assistant teachers per student with limited abilities has progressively decreased and the number of assistant teachers employed is in continuous increase. On average an assistant teacher works with no more than 3 students.
To address the above-mentioned challenges in relation to special education and children with limited abilities the new "Strategy on education 2021-2026" predicts for several measures including continuous increase of assistant teachers in mainstream schools for the students with limited abilities and transformation of the schools into resource centers.
The Agency for Quality Assurance in Pre-University Education has drafted a needs assessment in regard to the needs for continuous development of assistant teachers in education. Training of assistant teachers continues to receive special budget. Assistant teachers moreover have become part of respective professional networks with around 60 such networks in operation compound by a total of 1650 teachers. Leaders of professional networks are trained and a specific training package is prepared for the assistant teachers that is accessible for every assistant teacher. Within this framework, in cooperation with the Agency for Quality Assurance in Pre-university Education "Professional Standards for assistant teachers in pre-university education" are drafted.
Also increased development spaces at school level have improved integration of children with special abilities in mainstream education. To the latest update of this article there are about 150 educational institutions merely basic education institutions appointed with such spaces and about 1120 students benefit from this. For students that have hearing difficulties oriented ICT education is also offered in sign language.
Transformation of special institutes into resource centers that support inclusion of students with special abilities is a key priority of MES policies. Furthermore, in view of recent legal changes the respective Decision of Council of Ministers defining respective criteria and procedures is being drafted.
Offering of psycho-social service at school level remains a priority. The role psychologist at school level is perceived as a necessity. Psychologists in cooperation with teachers enable the students to realize with success their education.
Moreover within the framework of "EU for teaching" IPA funded Grant, the Open Society Foundation and University of Tampere Finland is assisting the experts in regard to transformation of institutions into resource centers.