Support and understanding guide every lesson in Sergej’s class

PODGORICA, 29 MAY 2025 – Sergej Bogojević is a student at “Vuk Karadžić” Primary School in Podgorica. He is an excellent pupil with minimal absences, curious, and well-liked by his classmates.

“I love drawing, playing with my friends, and P.E.,” says Sergej, smiling as he lists his friends. During biology class, he follows the lesson attentively and actively participates with the help of his assistant, Branka Tomić. “I work very well with Branka. I’m happy,” Sergej adds.

Branka supports him with his daily school tasks: “I help Sergej follow the lessons, stay focused, and develop independence. Adapted teaching materials and assistive tools make learning easier for him and help him concentrate.

Sergej’s classroom is a living example of how inclusive education works in practice. He started school in 2017 and, with the support of a team including the school, his family, and experts, he has made significant progress.

His classmate, Andrija Bojić, says they enjoy spending time with Sergej: “We play football together, and we all cheer for his goals. The assistant helps us too, not just Sergej. She’s like a school mom.”

Sergej’s day starts early – school, snacks, homework, and swimming three times a week. He spends his free time outdoors or riding his bike with his dad. His mother, Marina Bogojević, highlights the importance of having didactic materials in school: “Sergej is a visual learner, so colorful and customized worksheets make tasks easier for him to understand.”

Sergej’s mother knows better than anyone how important inclusion is for a child’s progress and happiness: “When he talks about his day, his friends, and activities, I feel proud. It proves that every effort is worthwhile.”

The progress is visible, and his mother credits Branka, the teaching assistant, as playing a key role: “We wouldn’t have achieved what we have today without her. With reduced learning volume and visually adapted assignments, Sergej feels more confident.”

The school’s expert team supports Sergej through individual and group sessions, tailored activities, and constant collaboration with his family.

Speech therapist Milijanka Šćekić says Sergej is well accepted by his peers, which contributes to the development of his social skills: “When Sergej began to feel accepted, he formed trusting relationships with teachers, classmates, and other staff. This positively impacted his development, made it easier to absorb the material, deepened his social skills, and improved peer relationships.”

However, expert support such as speech therapy – while essential for children’s development – is still not sufficiently available in all schools. Primary schools in Montenegro have only 23 speech therapists in total, which is far from enough to meet the needs of all the children who require such support. That’s why it’s crucial for the system to increase their numbers and ensure more intensive support for those who need it most. It’s equally important that schools and kindergartens are equipped with assistive technology – from simple didactic tools to advanced digital solutions – and that teachers and preschool educators are trained to use them effectively in their everyday work.

Education specialist Katarina Vučinić-Marković believes the key to success lies in the joint efforts of families and schools: “Progress is built on trust, understanding, and ongoing communication. With coordination from resource centers and the referral commission, we can provide the best possible support.”

Anita Marić, Inclusive Education Advisor at the Bureau for Education Services, emphasizes that an inclusive approach is the cornerstone of modern education. The program “Quality Education for Every Child,” implemented by the Bureau with the support of the European Union and UNICEF, is enabling better access to education, individualization of teaching, and the use of assistive technology. “The goal is to empower children to become active members of society,” says Marić.

UNICEF will continue to support the improvement of the quality and inclusiveness of education in Montenegro. An analysis of the work of teaching assistants will serve as the basis for further improvement of their role and for developing guidance to enhance support for children with developmental difficulties. UNICEF will also continue supporting teacher training to help them respond to the needs of children with disabilities and provide them with appropriate support.