Challenges for Inclusive Education in Azerbaijan : Teachers’ Perspective

Abstract

Azerbaijan has supported inclusive education initiatives conducted by official and non-official authorities since the turn of the 21st century. However, the improvements have not had a significant effect on national education policy. Regular schools in Azerbaijan are not yet adequately prepared to accept children with disabilities and provide them with an equal and effective education. The Ministry of Education reports that just 37% of people with special needs are formally enrolled in some form of education outside of a classroom environment. There is no formal education provided to the remainder population. Thus, the study examines the challenges teachers in Azerbaijan encounter while attempting to deliver an inclusive education to children with disabilities. It investigated how teachers see inclusive education in Azerbaijan and what challenges they face while teaching students with disabilities along with students without disabilities. Semi-structured interviews with eighteen teachers from diverse schools around Azerbaijan were used to obtain qualitative data. Qualitative content analysis was used to analyse the data. The findings of the study indicate that the primary obstacles instructors experience when attempting to offer an inclusive education for children with disabilities include a lack of resources and knowledge, unfavourable perceptions of parents and the community, and a lack of government assistance. The research also suggested many ways inclusive education may be enhanced in Azerbaijan, such as more support and training for teachers, more funds, and accommodations for children with disabilities, and more parental and community awareness.