From Segregation to Inclusion: the Case of Kosovo

Abstract

Implementing inclusive education is a challenge for each educational system. Conceptualizing inclusion and implementation practice depends primarily on cultural contexts as well as on the educational systems in different countries. Kosovo, like other countries, has experienced the road from segregation towards inclusion and faces many challenges with the practice of inclusion. Following a qualitative approach, the study focused on the analysis of the legal and pedagogical documents related to inclusive education in Kosovo. Moreover, the study also explores teacher attitudes and understanding of inclusion and identifies the needs and challenges faced with the implementation of inclusion in Kosovo. The data were collected from two focus groups (one with nine teachers from regular schools, and the other with seven teachers from resource centres) and semi-structured interviews with six teachers from regular classrooms. Results were analysed and interpreted based on the thematic analysis method. The study showed that the participants are clear on the legislation and pedagogical documents and consider them well drafted. Participants argue that good inclusive practices do exist where teachers have invested in their training and professional development. The study also showed that teachers need adequate training to work successfully with students with special needs, even as they face numerous challenges in the process of transition from schools or special classes to inclusive classes. Through describing the situation about inclusive education in Kosovo, this paper documents the transition and lays out the present achievements and challenges which will support the next steps in implementing inclusive education in the future.