1. Can a Defectologist Support Inclusive Education?
Chris Johnstone

2. FYR Macedonia: Quick References
Most well known historical figure: Alexander the Great
Longstanding feuds with Greece over Greek Macedonia (including Salonica)
Ethnically mixed (including Macedonian, Albanian, Serbian, Vlach, and Roma)
Ethnic Macedonian majority
Successor state of former Yugoslavia (1991)

3. My Association
Worked with UNICEF to conduct an inclusive education assessment for Macedonia (includes recommendations and timeline for activities)
2 trips over the course of 4 months
Linked with local researchers and teachers

4. Overview of Study
“Inclusiveness” is the first of six dimensions of UNICEF’s Child Friendly Schools (CFS) approach

5. Conceptual Framework
Inclusive education is an approach to meeting the learning needs of all pupils within an educational system
Supported by Conventions on the Rights of the Child (CRC)
Outlined in Dakar Education for All Agreement

6. UN Rationale
UNESCO (2002): Inclusive Education is “a system of education in which all the pupils with special educational needs are enrolled in ordinary classes in their district schools, and are provided with support services and an education based on their forces and needs”.
Called for in UN Convention on the Rights of Persons with Disabilities

7. European Training Foundation (in press)
Macedonian Perspective: Inclusive Education is “a process by which a school attempts to respond to all pupils as individuals by reconsidering and restructuring its curricular organisation and provision and allocating resources to enhance equality of opportunity”.

8. Macedonian Policies Relevant to Inclusive Education
Strategy for the Development of Education ( ): Improve access and reduce discrimination
Program of the Government of the Republic of Macedonia ( ) : Free school textbooks and computer technology, compulsory primary and secondary education
New Nine-Year Compulsory Education extends primary education to nine years, and includes statements that explicitly consider the “best interest of the child” (CFS)

9. Ethnic Minority Policies
Framework Agreement outlined educational considerations in students’ native tongue
Law on Primary Education calls for more ethnic minority teachers to teach children in native tongue (disparities exist)
National Roma Strategy 2004 calls for better data on Roma demographics and inclusion in schools

10. Students with Disabilities Policies
Law on Primary Education provides right for primary education (setting determined by Commission on Assessment)
Law on Protection of Children outlines procedures for kindergartens for children with disabilities
National Strategy for the Development of Education calls for increased focus on preparing teachers to work with children with special needs

11. Deinstitutionalization in Macedonia
After independence, institutions for persons with significant disabilities were closed
Children with disabilities are now either:
“cared for” in a day care center
Taught in a special school
Kept at home
At times, educated in mainstream schools

12. Policies Conclusion Policies generally inclusive in nature
Dependent on schools for implementation
May be infrastructure deficiencies preventing full implementation (facilities, level of training of teachers, attitudes of communities)

13. Examining Gaps in Policy and Practice
Max’s (1999) decálage (gap between policy and practice) and bricolage (haphazard implementation of policy)
Vavrus & Bartlett (2009) cultural interpretation of policy into practice

14. The Defectologist in Macedonia
Term comes from Soviet professional trained to diagnose and rehabilitate disability
Aim was to either rehabilitate and find suitable work for person with disability OR find suitable care institution
Operating from deficit model of disability

15. Cultural Role of Defectologist
Viewed as expert on disability
Have full authority for disability identification
Use a variety of diagnostic tools to support claims
Work primarily in special schools and day care centers

16. Interview Data: Professional Barriers
Assumption that defectologists do not teach, but rehabilitate
Protectiveness of defectologists (believe children with disabilities will not be well cared for in mainstream schools)
Lowered academic expectations for children with disabilities (deficit assumptions)

17. Interview Data: Fears about Inclusive Education
Loss of job and income for defectologist
Fear that professional status would be diminished in mainstream school
Fear that rehabilitative practices would not be possible in schools

18. Group Discussion
Can a professional designed to “care for” a person with a disability contribute to an inclusive system?
Is the practice of “defectology” inherently contrary to inclusive practices?
What professional and philosophical changes need to be made to promote inclusive education?

19. Recommendations 1. Bring out of school children into school
2. Equitable funding formulas to encourage inclusion
3. Anti-discrimination law passed
4. More informal assessment in schools
5. Inclusive education teams
6. MOES involved in planning curriculum at day care centers and kindergartens
7. Extend school day
8. Pre- and in-service training of teachers (leadership institute, tracks at faculty, integrated in-service training)
9. Parent involvement in creating school culture, resource center for parents

20. Conclusions
Although the term may need to be changed, defectologists may be an untapped resource for inclusive education in Macedonia
Re-learning for inclusive settings may need to occur
Re-culturation of the professional role of defectologists (including, possibly, a name change) is necessary