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Ministry of Education and Science of Georgia (2021). National Report of Eurostudent Seventh Wave (2019-2021) Research (in Georgian).
https://mes.gov.ge/mesgifs/1641899037_%E1%83%94%E1%83%95%E1%83%A0%E1%83%9D%E1%83%A1%E1%83%A2%E1%83%A3%E1%83%93%E1%83%94%E1%83%9C%E1%83%A2%E1%83%98%20VII_%E1%83%99%E1%83%95%E1%83%9A%E1%83%94%E1%83%95%E1%83%98%E1%83%A1%20%E1%83%A8%E1%83%94%E1%83%93%E1%83%94%E1%83%92%E1%83%94%E1%83%91%E1%83%98.pdf

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• TITLE: Inclusive Education in Higher Education Institutions in Georgia—Main Barriers and Facilitators

  AUTHORS: Tamar Makharadze, Anastasia Kitiashvili, Urszula Markowska-Manista, Tamar Abashidze, Irine Zhvania, Tamar Gagoshidze, Sabine Lauber-Pohle, Nana Makaradze, Marine Gurgenidze, Nato Kobuladze, Iagor Balanchivadze, Shorena Dzamukashvili, Nino Berishvili

  KEYWORDS: Students with Special Education Needs, Student with Disabilities, Inclusive Education, Higher Education Institutions, Index for Inclusion, Inclusive Culture

  JOURNAL NAME: Open Journal of Social Sciences, Vol.13 No.3, March 12, 2025

  ABSTRACT: Students with special education needs and disabilities (SEND) often experience challenges in higher education institutions (HEIs). During the last decade, the number of students with SEND in Georgian mainstream schools and vocational colleges has increased. However, HEIs remain less accessible to students with SEND and the topic of inclusive education less explored. This study explored Georgian universities’ approaches and inclusive measures; four universities in Georgia were compared. This quantitative study developed and used a survey with a validated self-report research tool, based on the “Index for Inclusion”. The questionnaire was descriptively analysed to explore the inclusion of students with SEND in the culture, policies, and practises of HEIs. Positive correlations were found between all surveyed sections. No significant differences were found across universities. Participants perceived the development of inclusive education at their institutions positively; however, their attitudes were affected by a lack of contact with students with SEND. They revealed an openness to diversity and inclusivity in the university. This study designed a valid instrument for evaluating the inclusive education process in Georgian HEIs for all stakeholders. Social inclusion seems to be included in the ethical obligations of HEIs, contributing to the development of a truly democratic society.