the right to inclusive education for children with disabilities

• All citizens of the Republic of Albania or foreign nationals residing in the Republic of Albania, at theage specified by this Law, within the borders of the Republic of Albania, are ensured attendancein educational institutions without discrimination on the bases of race, color, sex, language, faith orreligious affiliation, nationality, ethnicity or social origin, property, kinship affiliation, health conditionsor other status the citizen might have;In article 7 about MAIN PRINCIPLES ON THE RIGHT TO EDUCATION, it is provided:• Each student is entitled the right to quality education.• Students from families in need, students with special needs and those with learning difficulties, areentitled the right to special care.Chapter 12, section 76 of this draft, is about education of children with special needs, which in the missionand principles, is clearly stated below:• In accordance with the mission of pre-university education system and its goals, defined in thisLaw, the education of children with special needs aims at developing the full potential of individuals,helps improve the quality of their lives preparing them for full integration in society and at work.• Inclusion and integration of children with special needs in mainstream kindergartens and schoolsof basic education is of primary importance. Attendance in specialized educational institutions, isgenerally temporary.• In preschool and basic education institutions, the curriculum compiled and implemented forstudents with special needs, is customized in accordance to physical, mental, emotional and socialdevelopment of students.• Personalized programs for students with special needs in mainstream educational institutions, aredeveloped by a committee composed of teachers of various fields of learning, by psychologistand an external specialist of the children with special needs. To implement a suitable program, it isimperative that in its conception, parents be involved also.• The ministry, in cooperation with the base unit of the respective local government, provideseducation for children with special needs in one of two types of educational institutions, themainstream or specialized one.This is the first time that law envisages personalized curriculums on the basis of which children withdisabilities and learning difficulties should be educated.in article 77 of this draft it is mentioned for the first time a multidisciplinary assessment commission,drifting away from the medical model of assessment:• Under the local educational unit, it is set up the assessment committee that consists of doctors,psychologists, teachers, specialists for children with special needs, social workers. Parents have theright to participate in discussions of the committee about their children.• Assessment Committee determines the type of pre-school institution and that of the basiceducation, that the child with special needs should attend, according to criteria established bythe Ministry of Education and Science, and the Ministry of Health. Based on the judgment of thecommittee, the child with special needs starts first grade at age six to nine and is allowed to pursuebasic education until the age of nineteen years. Assessment Committee determines which childrenwith special needs are included in compulsory education and who are enrolled in educationalinstitutions on basis of the desire of parents. At the request of parents, the committee decides thatthe child start primary education at age five or seven.• Other duties of this committee will be determined with a sublegal act of the Minister.article 78 states how education of children with special needs is accomplished:1. The attendance of kindergarten/school for children with special needs, is regulated as follows:38 The right to Inclusive Education for children with Disabilities