There is quite a lot of progress being made in the field of inclusive education these days. Nevertheless, there are still serious problems with regard to teaching. This and other similar issues were the topics for my interview for Hayern Aysor, and my interlocutors were Principal of Vardan Minasyan Primary School of Martakert (staffed with inclusive teachers) Melsida Kardumyan and teachers Ruzan Avetisyan and Lusine Saiyan who, with the support of the Ministry of Diaspora of the Republic of Armenia and through the “What are YOU doing for Artsakh?” pan-Armenian movement, are preparing to leave for Beirut to participate in an inclusive education training course at Holy Cross Harboyan High School.

Melsida Kardumyan: I am the school’s principal. I am also a biology teacher. Although I work at a school staffed with inclusive teachers, as a teacher, I have my observations regarding inclusive education. Since 2011, our devoted teachers have been working with pleasure and patience to provide inclusive education to children in need. We have three inclusive teachers at our school, including geography teacher and sociologist Ruzan Avetisyan, special pedagogue Lusine Saiyan and a psychologist, who wasn’t able to come to Yerevan with us due to circumstances. Of course, it is not easy in terms of psychology, but we are able to work in solidarity and by helping each other. I don’t set a barrier between me and my teachers. We are one big family and have healthy and unhealthy children who need care, attention and knowledge. It is obvious that we are more considerate and show more attention and a special attitude towards the unhealthy children. We collaborate with our ministry’s medical and psychological center in Stepanakert. We don’t have that big of a problem with funding. What is important for us are the conditions of the building. We don’t have nice, special and interesting classrooms to conduct extracurricular lessons with the children. I have fit my inclusive education classroom within a 6 square meter clinic.  We still don’t have any problems with nutrition. They say the time for a test is extended for 30 minutes for children receiving inclusive education, but if the child doesn’t understand, the test is the same, no matter how much time you extend. Special textbooks have to be developed and written and special programs need to be created for children receiving inclusive education. The problem is the lack of inclusive education textbooks and programs. Of course, our teachers have individual lesson plans based on which we develop our curricula, but it would be nice to have textbooks specially designed for schools providing inclusive education. At our school, there are 17 children receiving inclusive education in the 1^st to 9^th grades. The consolidated efforts of our entire teaching staff help achieve tangible results. I think this trip to the Holy Cross Harboyan High School in Beirut and our participation in the training course will definitely help us gain professional skills. We will learn, consult and exchange experiences. It is a pity that there is not enough time.

Ruzanna Avetisyan, teacher of geography and social pedagogy for inclusive students

You asked what is more important for those children-the essence of the teacher or the subject. Frankly, I must say it is the essence of the teacher, and then the skills and abilities of the teacher. Every student is able to express himself however he can, and it is our duty as teachers to observe that with understanding and show an individual approach to each student.

Lusine Saiyan, special inclusive teacher

I am a special inclusive teacher who only works with children engaged in inclusive education. I am an Armenian language and literature teacher. Unfortunately, during my years of study, there were no inclusive education specialists, and the situation hasn’t changed. I have acquired skills through training courses. Today, there is a great need for faculties for inclusive education. Children receiving inclusive education are very different in terms of their thinking. A 5^th grader can have the abilities of a 1^st grader, while another child can have greater abilities or abilities that are characteristic of his age. There are also children who can’t even hold scissors correctly and cut. The presence and professional skills of a special teacher, sociologist-pedagogue or psychologist and the best human attributes are crucial when it comes to inclusive education.

Ending my interview with the devoted teachers from Artsakh, I want to hope that, through the “What are YOU doing for Artsakh?” pan-Armenian movement launched by the RA Ministry of Diaspora, one of our compatriots will extend a hand to Vladimir Minasyan Primary School #2 of Martakert to help create special classrooms for the children receiving inclusive education and a playground for them. I also hope the problem with curricula and textbooks is solved soon.

Karine Avagyan