the right to inclusive education for children with disabilities

[7] Children with severe mental or physical disabilities, unable to receive treatment in special schools, canbe treated in other institutions as appropriate.[16] Educational-teaching staff shall endeavor that students with disabilities do not quit school. If they do, asprovided ... their education can continue at home, if a parent desires so. Normative Provision of Pre-UniversityEducation (December 2002) not only ensures the right of children with disabilities to be educated in threeways, but also puts in practice their belonging into mainstream schools.In this regard, Article 57 of the normative provision states: [10] Students with disabilities, proved to bein that condition by the health authorities are entitled the right to education in mainstream schools, 1-2students per class. For these students the school takes action and makes overall efforts to educate andintegrate them into the life of the classroom and school.[13] To assist and facilitate the work of teachers who teach in regular classrooms in which there are studentswith disabilities (1-2 students per class), teachers can take advantage of one of the following alternatives:a) For each student with disabilities, the number of students in class is decreased by 3 (three);b) Teachers are reduced the weekly workload by 2 (two) classes;c) For every 4 (four) hours of instruction, the teacher is paid 1 (one) additional hour.In view of the process of integration and inclusion, article 57 of the NP, now provides a range of other legalobligations for the mainstream school, pertaining the implementation of the curriculum, academic curricula,textbooks, assessment of children with disabilities in their transition from one class to another, etc. Theseobligations are as follows: [17]a) ... students with disabilities receive basic knowledge on simplified curriculums of 8-year education,tailored to their abilities and skills. Besides knowledge, with an expanded program of learning,disabled students are given the rudiments of simple practical professions.c) In implementing the textbooks and curricula, children’s needs and specifications are taken intoaccount. Their application is made creatively, suited to the difficulties that students present.12d) for individual students, whose condition is below the minimum level of curriculum or when theperson represents entirely specific needs, work will continue with individualized education plans.[18] The integration of students with disabilities with students in mainstream schools, is a necessarycontemporary process, used in the practice of special schools and deemed as an important process inchild development. This process is mutual and in special occasions it can be transferred to full integration.[19] Directories of special schools must create opportunities that for certain subjects, students with disabilitiesfollow the lessons together with students of the mainstream 8-year school, establishing cooperative tieswith them. ... Besides teaching, there must be organized common educational and recreational activities.[20] Assessment of children with disabilities is made by grades or synthesizing expressions, just like for allother students, but they pass from one level to the next without failing.[21] At the end of eighth grade, students with disabilities in mainstream schools, in the final exams are tobe tested under the special curriculum that was applied to them. The components of the final exam for thiscategory of students, are compiled by the school itself, with the approval of the Department of Education.Although it came rather late, the Normative Provision of 2002, marks an important milestone in theprocess of improving the legal framework on the rights of children with disabilities, to be educated just liketheir normal peers. Its adoption, paved the way for inclusive education in albania. In this provision,for the first time it is clearly articulated the modern trend of integrating children with disabilities into36 The right to Inclusive Education for children with Disabilities