Good morning, distinguished guests, partners, educators, and advocates for inclusion,
Today marks a significant milestone for education in Moldova as we launch the Study on the Inclusion of Children with Special Educational Needs in Education. This study, conducted by UNICEF and the Ministry of Education and Research (MER), is part of the Digital Innovation of Moldovan Education System Programme, generously funded by the Global Partnership for Education.
The findings of this study reflect our collective dedication to understanding and improving the inclusion of children with special educational needs in mainstream schools across Moldova. By evaluating policies, practices, and parental attitudes over time, we aim to identify what works, address the gaps, and inform stronger, evidence-based policies to shape the future of inclusive education.
Let’s take a moment to celebrate progress. Over the past decade, Moldova has made notable strides in inclusive education. The number of students with SEN enrolled in general education institutions has doubled in the last decade, rising from 5,500 to 11,000. Even more encouraging, 95% of these students are now integrated into mainstream schools. These numbers tell a powerful story: a society moving toward greater inclusivity, backed by the dedication of families, teachers, and communities. I would like to highlight that the true measure of progress lies not as much in scientific and technological advancements, but in the transformation of our collective mindset.
In the context of inclusive education, this shift is reflected in the way communities, teachers, and caregivers view children with special educational needs. It’s about moving beyond the barriers of prejudice and misunderstanding to a place where we see inclusion as an opportunity for all to grow.
And this study serves as powerful proof of such progress in Moldova. It shows how attitudes have evolved over time. The rise in support from caregivers and teachers is a testament to this change in mindset. It fosters an environment where children with disabilities are seen not as burdens, but as valuable members of society with the right to learn, socialize, and succeed alongside their peers.
Just some 5 years ago, only 23% of caregivers supported the inclusion of children with SEN in general education institutions; today, that number has risen to 40%. Teacher support has also grown remarkably, from 41% to 60%.
This progress is not coincidental. It reflects ongoing investments in advocacy, training, behaviour change interventions and resources that highlight the tangible benefits of inclusive education. Children with disabilities who learn alongside their peers are better positioned to socialize, build friendships, and prepare for full participation in society.
Despite these advances, challenges remain. Yes, it is true that the number of children with disabilities in special schools has significantly decreased—from more than 1,800 in 2013 to just 500 today.
However, these last 500 children represent our greatest challenge. They are often the hardest to reach due to complex needs, systemic barriers, or deeply entrenched stigmas. Reaching them requires not just commitment but innovation and tailored solutions. This is where the role of national authorities becomes crucial. Their leadership in setting inclusive policies, providing adequate funding, and fostering multi-sector collaboration is essential.
There are some groups of children that are less accepted than others. We have only a 24% acceptance rate for the children and young people with mental, behavioral or emotional disorders and a little over 50% acceptance for children with hearing and vision impairment.
We need to do more to integrate them in mainstream education. To support these groups of children, UNICEF in partnership with the Global Partnership for Education, have procured nearly 500 assistive devices for children with visual and hearing impairments. Our investment in assistive technologies for children with hearing, vision, and intellectual disabilities amounts to 1.1 million US dollars.
We must also commit to doing more to build skills and competences of teachers. Only 70% of teachers have received specific training to support the integration of children with disabilities—a commendable increase from 53% in 2018 but still insufficient to meet the needs of every child.
We should commit to strengthen teacher training programs so that every teacher is skilled, and every classroom is equipped to embrace diversity and to invest in assistive technologies to level the playing field for children with SEN. Building the capacities of staff to be able to effectively address the educational needs of children with disabilities was also one of the recommendations of the working group on disabilities during the European Child Guarantee conference, which looked at aligning Moldova’s national laws and policies with EU standards.
This study is more than a report—it is a roadmap. It provides us with the insights we need to build a more inclusive, equitable education system. Together, we can transform our schools into spaces where every child, regardless of their abilities, can thrive. Most importantly, let us continue to foster a culture of inclusion where every child feels valued and empowered.
Thank you for being part of this journey.
