The Reality of Education of Children with Autism in Mainstream 9-Year Schools in Albania

Florian Kulla, Robert Gjedia


Although inclusive education for students with disabilities has been mentioned for several years in Albania, it has just started to be applied. A considerable number of studies show that despite the fact that the legislation regarding this group of children resembles that of the highest international standard, in reality, education for these children is difficult. This study focuses on a group of children with disabilities that face the highest level of difficulties in mainstream 9-year schools. A few studies show that the group facing more difficulties is that of children with autism and intellectual disabilities. In this paper, the methodology used was the analysis of secondary data from a research on the current situation of the education of children with disabilities in Albania, conducted by the author himself. This explorative study brings to the limelight the difficult reality and the many barriers that autistic children face during preschool and primary school. Furthermore, the study aims to provide a more holistic and concise view of the reality of these children in mainstream 9-year schools. Given the number of these qualitative and quantitative findings, the study provides a large number of recommendations for education in the central, regional and school levels.

DOI: 10.5901/ajis.2015.v4n2s2p52

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This work is licensed under Creative Commons Attribution 3.0 License.

Academic Journal of Interdisciplinary Studies ISSN 2281 3993(Print) ISSN 2281-4612(Online)

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