EDUCATIONAL POLICIES AND PRACTICAL IMPLICATIONS FOR CHILDREN WITH INTELLECTUAL DISABILITY IN REPUBLIC OF MACEDONIA

  • Aleksandra Karovska Ristovska Department of Special Education and Rehabilitation, Faculty of Philosophy, University Ss. Cyril and Methodius
  • Biljana Karovska Andonovska, Dr. Military Academy “General Mihailo Apostolski”, Skopje, Macedonia http://orcid.org/0000-0001-6881-1158
  • Natasha Stanojkovska-Trajkovska, Dr. Institute of Special Education and Rehabilitation, Faculty of Philosophy, University Ss. Cyril and Methodius, Skopje, Macedonia http://orcid.org/0000-0001-7214-8993
  • Sofija Georgievska, Dr. Institute of Social Work and Social Policy, Faculty of Philosophy, University Ss. Cyril and Methodius, Skopje, Macedonia http://orcid.org/0000-0001-7628-532X

Abstract

Educational policy for children with intellectual disability in Republic of Macedonia is not always consistent with the practical implications. The subject of this research was to gain an insight into the current condition of the persons with intellectual disabilities in Macedonia, before all an insight into the barriers that they are facing in their attempts to access educational information and services. This was done through conducting a qualitative (desk-top analyses of the national legislations; semi-structured interviews with parents of persons with intellectual disabilities and focus groups with relevant stakeholders) and a quantitative research (quality of life research for the disabled persons). In the research a total number of 213 examinees were included. As in many other cases, and in many other countries, policy and practice are not always coherent. Legislation in the area of education in our country has to be modified and accommodated to the needs of the persons with disabilities and their parents or care-givers. The final conclusion from our research is that the persons with ID are still on the margins of society, and they lead everyday battles to prove that their needs must be taken into consideration in context of their human rights. Although awareness for the importance of the rightful treatment of this problem is not on a satisfactory level, still we can notice a shift in perception and liberation of prejudice.

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Abstract

Educational policy for children with intellectual disability in Republic of Macedonia is not always consistent with the practical implications. The subject of this research was to gain an insight into the current condition of the persons with intellectual disabilities in Macedonia, before all an insight into the barriers that they are facing in their attempts to access educational information and services. This was done through conducting a qualitative (desk-top analyses of the national legislations; semi-structured interviews with parents of persons with intellectual disabilities and focus groups with relevant stakeholders) and a quantitative research (quality of life research for the disabled persons). In the research a total number of 213 examinees were included. As in many other cases, and in many other countries, policy and practice are not always coherent. Legislation in the area of education in our country has to be modified and accommodated to the needs of the persons with disabilities and their parents or care-givers. The final conclusion from our research is that the persons with ID are still on the margins of society, and they lead everyday battles to prove that their needs must be taken into consideration in context of their human rights. Although awareness for the importance of the rightful treatment of this problem is not on a satisfactory level, still we can notice a shift in perception and liberation of prejudice.

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Published
2017-12-19
How to Cite
KAROVSKA RISTOVSKA, Aleksandra et al. EDUCATIONAL POLICIES AND PRACTICAL IMPLICATIONS FOR CHILDREN WITH INTELLECTUAL DISABILITY IN REPUBLIC OF MACEDONIA. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), [S.l.], v. 5, n. 2, p. 27-40, dec. 2017. ISSN 2334-8496. Available at: <http://ijcrsee.com/index.php/IJCRSEE/article/view/233>. Date accessed: 25 apr. 2018. doi: https://doi.org/10.5937/IJCRSEE1702027K.