Education transition for children with disabilities in Armenia - Enabling ...

individual education plans (IEPs), or other similar documents, with the liaison .... .org.uk/sites/default/files/docs/Equity_and_Inclusion_for_All_in_Education.pdf accessed ..... just invited to read and sign it after it had already been developed.
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Education transition for children with disabilities in Armenia Research report

Prepared in collaboration with EENET and Early Childhood Program of Open Society Foundations as part of a project to collect information for the UN Convention on the Rights of Persons with Disabilities, Article 24, General Comment process

Author Bridge of Hope team Editorial support Ingrid Lewis, EENET Background research on transition Duncan Little, EENET

Contents Abbreviations ........................................................................................................... 3 Acknowledgements.................................................................................................. 4 Executive summary.................................................................................................. 5 1. Introduction .......................................................................................................... 7 1.1. Background to the research ............................................................................. 7 1.2. Research methodology .................................................................................... 8 2. Introduction to transition issues......................................................................... 9 2.1. Challenges during transition ............................................................................ 9 2.2. Making a positive transition............................................................................ 11 2.2. Education transition around the world ............................................................ 12 3. Findings .............................................................................................................. 14 3.1. Policy and legislative context regarding transition between schools/grades .. 14 3.1.1. Regulation regarding tests, exams, curricula .......................................... 14 3.1.2. Regulation regarding transition ............................................................... 15 3.1.3. Regulation regarding pre-school and transition to primary ...................... 16 3.2. Information from stakeholders ....................................................................... 17 3.2.1. The role of teachers and schools in supporting effective transition ......... 17 3.2.2. Parents’ views on transition-related issues ............................................. 19 3.2.3. Communication for transition................................................................... 22 3.2.4. Specialist support and role models ......................................................... 24 3.2.5. The child’s voice regarding inclusion and transition ................................ 28 3.3. A closer look at specific transition stages ...................................................... 30 3.3.1. Kindergarten to primary transition ........................................................... 30 3.3.2. Primary to secondary .............................................................................. 33 3.3.3. Basic to high school or vocational ........................................................... 34 3.3.4. Post-school and life-long education ........................................................ 36 3.3.5. Professional orientation and employment ............................................... 42 4. Conclusions and recommendations for Armenia ............................................ 47 References .............................................................................................................. 51 Annexes ................................................................................................................. 52 Annex 1: Questionnaires used for information collection: ..................................... 52 Annex 2: Schedule of focus group discussions .................................................... 52 Annex 3: Schedule of face-to-face interviews ....................................................... 56 Annex 4: Inclusive transition case studies ...........................