Montenegro Inclusive Education Strategy

(2019–2025)

A girl with disabilities reading a book in the preschool
UNICEF Montenegro / Duško Miljanić / 2013

Highlights

The 2019–2025 Inclusive Education Strategy sets the directions for the further development of education of children with special education needs[1]. It continues to pursue the implementation of the measures included in the 2014–2018 Inclusive Education Strategy and relies on the binding international principles, standards and recommendations of the Convention on the Rights of Persons with Disabilities.

The Strategy covers the principles, theoretical and practical achievements in developing the potentials of both the children with special needs in education and the society at large. It assumes a human-rights-based approach, aimed at preventing, as well as removing, obstacles to participation and achievements during education for all children.

The creation of an inclusive educational policy starts from the belief that personality is the property of the person from which dignity arises, equal and inalienable rights in the community.

Implementation of the equal opportunities principle through inclusive education offers choices which correspond to the child’s individual abilities; it also enables education without discrimination. The social model is to be actively promoted and implemented with the emphasis on society adjusting to the person and removing obstacles in the environment, attitudes, services, rather than disabilities or difficulties in the development of the child, by providing quality and continuous support at all levels with the aim of achieving educational outcomes and individual potentials. This requires the close cooperation of the relevant public actors, partners and civil society, which are leading to changes at the community and school levels.

The system should provide continuous support and expert assistance, and a stimulating and non-restrictive environment for optimal development and education; it should make services accessible, cherish participation and self-reliance and create an environment for full participation, the development of potentials and of personality, having in mind that early childhood development is key to a fulfilling and productive life for every child.  

Inclusive education should foster understanding, acceptance, collaboration and tolerance, and generate openness towards others, their characteristics and diversity.  

The 2019–2025 Inclusive Education Strategy will contribute to children and young people with special needs in education obtaining equal rights and to mastering, in a continuous and quality manner, the competences for life and efficient professional performance in line with their individual abilities.

[1] According to the Law on Education of Children with Special Educational Needs (“Official Gazette of the Republic of Montenegro” No. 80/2004, “Official Gazette of Montenegro” No. 45/2010 and 47/2017), the term ‘children with special educational needs’ includes children with disabilities, children with developmental, physical, intellectual, sensory disabilities, children with combined disabilities and autism-spectrum disorders, developmental difficulties, speech/language difficulties, behavioural disorders, children with severe chronic diseases, children with long-term illnesses and other children with learning difficulties and other difficulties caused by emotional, social, linguistic and cultural barriers.

 

 

Djevojčica sa smetnjama u razvoju čita knjigu u vrtiću

Author

Ministry of Education, UNICEF Montenegro

Publication date

Languages

Montenegrin,
English

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