School experiences of students with special educational needs in inclusive education settings in Azerbaijan

Dear connections,

The next alumnus of the day is Sevinc Rustamova. She graduated from the University of Gothenburg in 2021 with a major in Education and Educational Research Specialization. Here’s a deeper look at the topic.

The research examines the school experiences of students with special educational needs (SEN) in inclusive education settings in Azerbaijan. The study sheds light on the peer relationship, a sense of school belonging of students with SEN, and enablers and barriers they face in practising inclusive education. The current study was necessitated due to insufficient knowledge and limited research on inclusive education in Azerbaijan. In addition, the research paper addresses students’ perspectives, and student participants were involved in the study. The qualitative ethnographic design approach was used to uncover the research topic, and the belongingness and social model of disability theories were adapted as a theoretical framework.

The analyzed and discussed study findings show that students with SEN experience positive peer relationships; they interact and develop social relationships with their peers. The results that emerged from the findings indicated that students with SEN feel they belong to the school. Although national legislation and the supportive study environment somehow accommodate students with SEN in inclusive education, educational establishment, a lack of clarification in national legislation, education context, inflexible curriculum, and teachers were not found to be favourable to implementing inclusive education successfully.

Very proud that Azerbaijan is the research focus on the valuable topic in such an excellent paper. We appreciate your great work, Sevinc.

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