Inclusive education in Armenia: academic or social benefits?

Abstract

Armenia as one of the signatory states of child rights conventions is implementing IE policy as well. A number of studies have been conducted to see the gaps and implementation challenges of inclusive education in Armenia. The findings show that Armenian context does not differ much from the cases abroad. The main challenges are widely spread and recognized across the globe. There is a little knowledge about children’s perception about mainstreaming and the situation through their eyes. Thus, a research with child participants was highly needed for seeing the actual pattern. The current study is an effort to discuss the integration level and academic benefits of handicapped children in inclusive public elementary schools in Armenia. By understanding the current situation and children’s attitudes towards each other, it will be possible to measure the possible progress of recent years. This research studies integration through tendencies in friendships and neglectful attitudes based on disabilities and its impact on academic performance of disabled children.