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ISSN: 0134-3289
E-ISSN: 2617-8060
DOI: 10.32906
» » Inclusive Education Reform/s in Azerbaijan: An Attempt at Critical Policy Analysis

Inclusive Education Reform/s in Azerbaijan: An Attempt at Critical Policy Analysis

19 December 2019, Thursday
69
Volume 688, Issue 3, 2019
Ulviyya Mikayilova - ADA University. E-mail: umikailova@ada.edu.az

DOI: http://dx.doi.org/10.29228/edu.29 | Full-Text PDF

Abstract
This paper presents an analysis of inclusive education reform in Azerbaijan. Using the UNESCO education policy planning framework, the author examines how social, educational, and cultural factors have contributed to limited progress in national education policy. As result of a “pragmatic” approach, the idea of inclusion of children with disabilities was “translated” into the “hybridization” of special schools. The paper provides a discussion of lessons learned from the first cycle of the reform process where, despite the challenges faced, there have been positive attitudinal changes towards the concept of inclusive education. This analysis may be helpful in the further national education reform processes, as well as in international discourse on country-specific localization of inclusive education.

Keywords: Inclusion, education policy, children with disabilities, pilot project, Azerbaijan.

To cite this article: Mikayilova U. (2019) Inclusive Education Reform/s in Azerbaijan: An Attempt at Critical Policy Analysis. Azerbaijan Journal of Educational Studies. Vol. 688, Issue III, pp. 39–51.

This research was conducted as a conference paper for the ADA University 4th International Education Conference 2019 (June 19-20)
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