INCLUSIVE EDUCATION IN ARMENIA.REGIONAL PEDAGOGICAL-PSYCHOLOGICAL SUPPORT CENTERS: RESPONSIBILITIES AND CHALLENGES

Abstract

Reforms in the field of education first of all implies adoption of relevant educational policies by upholding certain problematic issues and their practical implementation. Still, any kind of reform besides the positive changes, cause certain problematic issues, which is essentially a pattern. All issues certainly need to be examined, because the innovations in the educational field refer not only to the school students, their teachers and parents but also penetrate into the school life and the entire society become the most effective means to combat discriminatory attitude, to develop and create favorable conditions and to build an inclusive community to ensure the educational process of all students.

From this perspective huge reforms have been done in Armenia and transition to universal inclusive education model has been initiated. New services like pedagogical-psychological support service come into the force bringing up the statement of responsibilities and challenges.

The aim of this study is to analyze the responsibilities of multidisciplinary team members working in pedagogical-psychological support service and raise the challenges of the latter. Based on the analyses to develop ideas and solution to make the smooth transition possible.

Key words: inclusive education, pedagogical-psychological support service, multidisciplinary team, educational reforms, transition.