Navigating Challenges and Opportunities for Inclusive Education “The Ministry Sees This as Progress,but We Are the Ones Dealing With the Day-to-Day Realities”
Restricted accessCase reportFirst published online 2026
Navigating Challenges and Opportunities for Inclusive Education “The Ministry Sees This as Progress,but We Are the Ones Dealing With the Day-to-Day Realities”
This case study examines the challenges and opportunities associated with implementing inclusive education in Azerbaijan, particularly focusing on a pilot program in Goychay District School 3. Through the experience of Naila, a 7-year-old with autism and learning difficulties, the study highlights the struggles faced by students, teachers, and parents within this context. This case emphasizes the importance of capacity building, resource allocation, and collaborative decision-making to ensure the sustainability of inclusive education practices. It also offers a broader reflection on the practical realities of transitioning from a segregated to an inclusive education system in a resource-constrained environment. Despite the Azerbaijani Ministry of Education’s commitment to inclusive education, systemic limitations such as inadequate resources, insufficient teacher training, and cultural stigmatization of disabilities complicate the program’s execution. The lack of a teacher assistant and inadequate support mechanisms hinder Naila’s integration into the mainstream classroom and exacerbate tensions among parents and staff.
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