1

Special Attention to the Needs of Special People in Georgia:The Role of Higher Education Institutions

Ana Gil GarciaPrince Mohammad Bin Fadh University

Khobar, Saudi Arabia

Tina GelashvilliSamtskhe-Javakheti State University

Akhaltsikhe, Georgia

AbstractRecently, five Georgian higher education institutions and the Ministry of Education and Science signed a declaration supportingthe rights of special needs students to be formally educated. Theagreement included academic, technical and administrative resources to prepare people with disabilities to attend academic and non-academic programs. The social and labor reinsertion is behind the main philosophy of the accord signed. After becoming an associate candidate of the European Union, the Republic of Georgia committed to promoting to quality basic education for allchildren, youth and adults. To support education in Georgia, the European Union through the Tempus program, specifically, the ASPIRE program (Access to Society for People with Individual Requirements) was created to foster the rights of individuals with special needs to access education, to fight discrimination and to enjoy the right of participation in everyday society. For the previous reasons, through a survey administered to 200 special needs students, the authors examined the emerging problems that could be blocking or impeding the total success of the agreement. The study indicated that there are social, economic, and political issues affecting the life improvement of people with special needs. Some examples of those issues are society awareness level, family values, stereotypes, legal concerns, psychological constraints, educational deficits,

2

physical infrastructure among others. The findings confirmed thatthe conditions in the regional universities are much poorer than expected and require immediate response from the governmental higher university system as a whole. The study postulate statements recommending the feasibility and improvement of the agreement.

3

Introduction

The notion of special education was a Western phenomenon and

concept in the Republic of Georgia. The attitude of the modern

world towards the people with special needs has not changed much

compared to the past centuries. In the 60s, the movement of

handicapped people in the USA laid the foundations to the adoption

of an independent life philosophy. At the end of 60th and beginning

of 70th, handicapped people reached considerable success in terms of

equal rights in different developed countries as a result of strong

political and social activism. Those revolutionary movements

enabled the special needs people to improve their living and to

live a decent life (Marekhashvili, 2008).

The history of educating people with special needs is part of the

history of any culture, any society. In the United States, the

Education of All Handicapped Children Act of 1975 (P.L. 94-142),

and then its most recent incarnation as the IDEIA (Individuals with

Disabilities Improvement Act) in 2004, mandate that students with

disabilities receive their special education services in the least

restrictive environment (Heward, 2013). The LRE (Least Restrictive

Environment) principle stipulates that students with special needs

4

will be educated in regular educational classroom with an

appropriate curriculum to provide the individual with satisfactory

educational progress (Heward, 2013). Other countries have also

followed different legal directions to attend and serve the

population of special needs individuals who are members of the

society with equal rights and duties.

Creating a common language in regard to special needs individuals

has become an obstacle among cultures. Defining a single construct

that can be applicable to all cultures is still a difficult task

for theorists and researchers. Constructs such as disability,

impairment, handicap, and or special needs have changed over time

with the cultural changes that occur in the evolving societies.

This paper will adopt the definition of disability offered by the

World Health Organization (WHO) in 1990. According to the WHO,

disability is:

An impairment or abnormality of psychological, physiological or anatomical structure or function; a disability is any restriction or lack (resulting from an impairment) of ability to perform an activity in the manner or within the range considered normal for a human being; a handicap is a disadvantage for a given individual, resulting from an impairment or a disability, that prevents the fulfillment of a

5

role that is considered normal (depending on age, sex and social and cultural factors) for that individual (p.213).

This definition involves three concepts: impairment, disability and

handicap. Generally, these terms are used interchangeably creating

discrepancies and confusion. The medical tendency given to the

concepts may exclude extrinsic forces in the society that would

have originated the circumstantial and or permanent situation of an

individual with special needs.

In the year 2000, the WHO came back with an international

perspective in the classification of impairments, disabilities and

handicaps. Many fields and areas in the society life are using the

International Classification of Impairments, Disabilities and

Handicaps. For example, rehabilitation, education, statistics,

policy, legislation, demography, sociology, economics and

anthropology. In education, particularly in special education,

Vehmas & Makela (2008) made a distinction between impairments and

disabilities. They defined impairment in terms relating to physical

properties and disability, on the other hand, incorporating the

social effects of impairment.

6

Regardless of the advancement of special education and local and

international policies enforcing the attention of people with

special needs, there is still a sense of moral judgment in the

construction of the disabled person in society in general. Moral

judgments are part of our social traditions and clearly influence

how we judge people’s behavior (Hausstätter and Connolley, 2012).

Disabilities are part of the social world, but are no less real for

being so.

Special education can and must work at different levels, both

individually (i.e., the traditional view) and contextually (i.e.,

the inclusive view), but the focus on these levels might be

dependent on what induces the problem and what special education

can offer (Hausstätter and Connolley, 2012).

Not only the right for special education, but the rights for living

an independent life have become part of the struggle of people with

disabilities. Many societies have revolutionized by creating

educational and career programs to enhance the life of disable

people (El Valor, 2013). Human rights entities have gained new

adhesions based on the societal traditions in which the movement

emerged. However, the core provisions of the ideology of

7

independent life – the right of free choice, self-help, self-

awareness and reestablishment of own rights – remained the same in

the majority of the countries. According to the world statistics

people with special needs compose nearly one-tenth of the

population of the Earth (SOURCE???). Nevertheless, such an

important group of people are in a minority in most of countries,

their rights and interests are ignored by the majority

(Ionatamishvili, 2007).

In order to provide specific support, an Individualized Guidance

Plan (IGP) is developed for each student with disability in Nanhua

University in Taiwan. The resource room counselors are responsible

to assess the needs of students with disabilities in terms of their

learning and adjustment (Hua-Kuo Ho, 2004).

In China, people with disabilities are encouraged to participate in

social benefits, various career options, sports, and internet

social networks. However, many Chinese families with children with

special needs still struggle. This can be seen through the parents’

reactions toward their children, and the decisions that parents

make concerning their children’s education. There are three ideas

8

to keep in mind when working with Chinese families with children

with special needs in China:

1) Chinese parents face social pressure due to having children with

disabilities; 2)

Chinese parents face financial stress in rearing children with

special needs; and 3)

Chinese special education and its support and networks are in the

development stage (Sunny Huang, 2012). As the social welfare

system in China undergoes development, parents are concerned with

planning and saving money in order to secure a future for their

child with disabilities. China is going through education reform,

and putting a major focus on special education, but, many parents

with children with special needs still are not empowered to make

educational decisions. Parental support groups and networks need to

develop further in order for parents to find encouragement from one

another, and share resources with each other. Many parents also

need training and education so that they are better informed about

the basic knowledge, methods, and assessments concerning their

child’s development. Children with disabilities need consistency

and follow-up between the different educational and related support

9

services that they receive in order for these to be good progress.

There are more commonalities than differences across cultures in

working with families with children with special needs (Sunny

Huang, 2012).

Georgia: A democracy in development

Georgia is a small country which has gone through very difficult

historical way of life. People in the country are aware of the

price of freedom, independence, tolerance and respect. The

Georgians know that the perennial domination of Communist-Bolshevik

regime has left its impact on the national consciousness of the

society. The society inherited the nihilistic attitude and approach

towards its role on civic activities, and the discrimination of

rights of individual citizens and social groups. The attitude also

tackled the distorted position toward medically diagnosed disable

individuals. For example, handicapped individuals were

automatically categorized as “disability of work”. People who did

not fit what was considered “the normal standards” of physical and

mental skills, in reality, lost the opportunity to self-establish

in the society becoming dependent on others. Being disable in

Georgia means inability to live independently, to make decisions

10

independently, to get education in a regular educational

institutions with others and to get employed at any organization.

Yet some of the current stereotypes in Georgia in relation to

individuals with special needs embrace dependency, constant care

and assistance, inability to make decisions, philanthropy and

support. The Georgian society lack of understanding of the social

conditions of the special needs people. They base their opinion on

false-imagination encouraging more family dependency, government

paternity, isolation from the rest of society, or placement in

special institutions.

Legal Protection in Georgia

The Law on Social Protection of Special Needs People in Georgia was

issued on 14th of June, 1995. It lays its foundation on the United

Nations Declaration of December 9th, 1975 on the Rights of People

with Special Needs. Later, in December 20th 1993, the United

Nations issued Standard Rules for ensuring the equal possibilities

for people with special needs.

Despite the fact that the UN Standard Rules has the legal right for

enactment in the country, Georgia has not created a system of

social security and development to restore the civil rights and

11

opportunities for disables. Their living conditions and basic needs

are still in discussion. For example, proper transportation,

architectural and construction regulations, adequate communication

infrastructure, inclusive educational system and equal employment

conditions (Save the children, 2007). These limitations have forced

people with special needs not to be incorporated in the labor

market creating poverty networks. To cover its grounds, the

government has established a symbolic monthly pension of 30 to 40

Euros. Unfortunately, the absence of social policies strengthens

the degree of marginalization of this particular social group.

After the declaration of independency in 1977, the country has made

efforts through not-for-profit institutions, donor organizations

and foreign partners to face the issues of access to education for

children with special needs. In 2009, under the initiative of the

Ministry of Education and Science and several international

organizations, the Department of Inclusive Education was created

which aimed to improve the level of education of children with

special needs in both public and special schools (www.mes.gov.ge)

Preparation of Special Education Teacher

12

In 2012, the Department of Inclusive Education was the entity

responsible for creating the framework for the professional

standards of the special education teachers. Twenty four teachers

were selected from specialized profile schools to be prepared and

trained as consultants to deliver professional developments in 36

public schools on issues concerning special and inclusive

education. As part of the content, teaching methodologies related

to inclusive education asked the educational system for the

inclusion of children with special needs in the teaching-learning

process happening in the classroom. The all-inclusive education

framework called for attention paid to those children who are in

danger of rejection from the teaching process. Although many

positive changes started to bear, it is still a challenge to obtain

legal information on children with special needs. For example, in

the educational laws of the country including higher education law,

special needs individuals are rarely mentioned (Law on Higher

Education of Georgia, 2004).

In a close examination of the higher education law, for example,

the 3rd article of the it states that “higher educational

institution must take provisions to create the learning conditions

13

for the students with special needs”. The article 43 mentions that

“ an educational institution must create valuable educational

conditions determined by the legislation of Georgia and regulations

of higher educational institutions”. As a result of the law, to be

fully authorized and accredited, the higher education institutions

must adapt their buildings and environments to students with

special needs (Standard of Authorization of Higher Educational

Institutions, 2013). However, it is important to clarify that these

legal provisions and adaptations were interpreted as enforcing

mechanisms to construct ramps across campus as means for

facilitating transportation and mobility for special needs

students. The ramps, unfortunately, did not follow international

standards and were primitively and obsoletely designed.

In Georgia, university learning environments are still

inappropriate for special needs individuals. In general, the

university system does not provide social assistance in the forms

of scholarships, tuition waivers, and reduction of fees. The social

services are designed for regular students and are still regulated

according to academic excellence (from 91 points) and social status

of the family (below poverty line). There are no provisions of

14

social services for special needs students leaving them in the

hands of the government’s meager disability pension not higher than

$50 monthly.

According to the information provided by the National Examination

Center, 591 people with special needs have enrolled in Georgian

higher educational institutions the last four years. That number

represents only those who have entered the universities. It is

unknown how many of them have pursued their studies. It is fair to

notice that between 2008 and 2011, the number of students with

special needs increased.

In 2012, the number of students who passed the national

examinations decreased. For the current year 2014, only 23 people

with special needs passed the national examination (National

Examination Center, 2014). At the entrance examination

administration, people with physical disabilities, hearing and

visually impaired are partially provided with an acceptable

environment that includes minimal conditions. On the other hand,

once they pass the national entrance exams, the students confront

the dilemma of selecting a higher education institution that would

provide the adapted and friendly environment needed for their

15

special conditions. For example, properly equipped classrooms and

well prepared teachers to work with special education adults. Not

having those provisions, it may be inferred that they would quit

studying and drop out of the system.

Research Framework

Recently, in 2014, eight accredited Georgian universities were

selected to survey students with special needs. The study aimed to

identify sources of discrimination and access to higher educational

institutions of people with special needs. The survey results are

providing the foundational data for the present study.

Research Purpose

Based on the previous information, the purpose of this study was to

identify the educational and learning conditions of students with

special needs attending higher education institutions in Georgia.

Three research sub-questions lead the study:

1. What is the nature of the satisfaction of special needs’

students in relation to university infrastructure, department-

related work, and literature-based courses?

16

2. What are the discrimination factors that students of special

needs face in their daily life routine at the higher academic

environments in Georgia?

3. What is the level of involvement of students of special needs

in on campus intra and extra curriculum activities?

Research Design

A mixed method research study was designed and carried out to

determine the status of special education students registering to

institutes of higher learning in Georgia. A mixed methods research

design is a procedure for collecting, analyzing, and “mixing” both

quantitative and qualitative research and methods in a single study

to understand a research problem (Creswell, 2012).

Data Sources

Eight accredited universities were selected across Georgia with the

purpose of surveying 200 students. The target group for the study

was people with special needs. The sample criteria was based on the

student availability, “first time-first serve” type of approach.

The administration of the survey was limited by the absence of

17

information about the general and special needs population in the

universities. Databases for special needs students did not exist at

the eight institutions creating serious difficulties to find

subjects for the study. However, the main purpose was achieved. At

the end, a total of 27 students were surveyed.

The data sources involved qualitative and quantitative measures.

The qualitative part was carried out by using structured interviews

that included closed, semi-open and open-ended questions. The

questionnaire, quantitative measure, was structured to avoid the

embarrassment caused by the subtlety of the topic and to obtain

high level of informative results. The first version of the

questionnaires was constructed and piloted by a group of

professional sociologists. Based on the pilot results, adjustments

were considered in order to align them to the objectives and

characteristics of the study. The final version of the

questionnaire contained three sections. Section I explored purposes

and problems to enroll in the university that included the study of

core courses, building infrastructure and facilities, and the

satisfaction of student with the departmental work. The next

section identified types of discrimination from different groups of

18

the society. The final section found out the active involvement of

students with special needs in the university.

Results

The results of the five questions asked in the structured

interviews are shown below. There are five tables that gathered the

data collected not only from the structured interviews but from the

survey that circulated on campuses of the eight higher education

institutions participating in the study.

Question 1

What aspect of the university life contributed to your decision on enrolling in a particular

institution of higher learning?

The responses varied. From high quality of the specialization,

appropriate infrastructure, entrance examination placement score,

university reputation to parental influence constituted the themes

summarized in the interview process. Table 1 presents a summary of

the responses to the question raised in regard to enrollment

decision making.

Table 1 Enrollment Decision Making

19

Response Percentage (%)

High quality of the specialization 55

Entrance examination scores 16

Institutional reputation 10

Learning accessibility 10

Appropriate infrastructure 06

Parental influence 03

___________________________________________________________________

_____________

Notably 55% of the respondents claimed that high quality of the

specialization constituted the primary reason for selecting a

particular university. Sixteen percent revealed that their decision

was based on the entrance examination scores obtained. The prestige

and reputation of the institution as well as the learning

accessibility obtained similar percentage (10%). Only 6 % of the

respondents cited that they enrolled a particular university

because of appropriate infrastructure. Finally, 3% indicated that

they chose the university due to parental influence.

Question 2

20

What academic issues are you facing in regard to access to learning materials?

One of the main problems affecting the university selection process

is the access to specialized learning materials for special needs

students. Table 2 summarizes the responses given to the question

related to factors affecting access to learning materials. Thirty

nine (39%) percent indicated that the high prices of textbooks

constitute a major factor to access learning. But, the opposite was

also true in which 32 % cited not having any type of issue in

regard to accessing learning materials. Eleven percent (11%)

revealed that there were very few learning materials written in the

Georgian language in the different library locations across

campuses.

Table 2 Factors affecting access to learning

Factors Percentage (%)

Textbook price 39No Problems 32Lack of learning materials 11Lack of special adapted instructional materials 7Lack of electronic versions of learning materials 4___________________________________________________________________

_____________

21

Only seven percent (7%) signaled that there is a need of special

materials such as textbooks printed with Braille, audio, video and

other versions that is affecting the learning process. Four percent

(4%) outlined lack of electronic versions of materials. One of the

respondents claimed that the programs for visually impaired

students such as NVD and JAOS, existing in some universities, do

not read Georgian characters creating great obstacles for them.

Question 3

What type of assistance do you receive from the State?

Table 3 includes the responses given to the question on state

benefits. Thirty one percent (31%) of the intervieews responded

receiving assistance in cash, 13 % indicated obtaining public

transportation benefits, 8% being fully paid by state funds and

having free medical assistance. Twenty six percent (26%) said that

they do not receive any state aid but 21% revealed receiving 100

GEL as part of their state pension. Only one respondent confirmed

receiving all type of assistance and benefits.

22

Table 3 State-Government Assistance for Students with Special Needs

Type of Assistance Percentage (%)

Cash 31No benefits 26State pension 21Free public transportation 13State education fee 8All of the above benefits 1_______________________________________________________________________________________Question 4

What is the level of satisfaction with the university infrastructure to serve the students with

special needs?

Table 4 titled “satisfaction with university appropriate

infrastructure for special needs students” explored different

issues in regard to physical structure of the buildings and

specific materials and facilities such as sport and gym equipment.

The canteen inventory appeared to have a great impact in the

students’ satisfaction, 88% referred to the lack of canteen

inventory. Sport inventory represented a major issue according to

77% of the respondents. When the participants were asked to

identify any problems with university infrastructure, 41% chose

“other” or “I do not have any problem”. Twenty seven percent (27%)

of the interviewees cited lack of bathrooms adapted for handicapped

23

people. The lack of ramps or insufficient number of them also was

revealed as a dissatisfactory issue by 22% of the interviewees.

Only 9% of the respondents manifested dissatisfaction with the

working quality of the library and administration. It is important

to mention that a very low number cited not using the library, and

not having any connection with the Resource Centers and

professional offices.

Table 4 Satisfaction with University Appropriate Infrastructure for Special Needs Students

Appropriate Infrastructure Percentage (%)

No special cafeteria inventory 88Inappropriate sport inventory and use of sport facilities 77No problems with the existing one 41Lack of appropriate bathroom facilities 27Insufficient or no ramps 22Dissatisfaction with quality of library 9_______________________________________________________________________________________

Question 5

Have you ever been discriminated by academic and administrative personnel or by other

students?

24

In regard to discrimination factors special needs students are

facing in higher education institutions in Georgia, only a small

portion of respondents (8%) reported facing discrimination from

other students. They are confronting exclusion from the group,

cynicism, excessive expression of compassion and human rights

violation. One of the respondents pointed out that the service

sector used offensive epithets that caused feelings of irritation.

One of the visually impaired mentioned that he was given a test

written with small characters in spite of the fact that the proctor

knew his problems (Education is your right, 2013). 

Table 5 Discrimination by university community members

Question Description Yes

No Partially

Q13 Discrimination by other Students 8 80

12Q14 Discrimination by academic

and administrative personnel 10 81 9

The yes or no table shows small indicators of discrimination

factors coming from either students or administrators. The low

25

number seems to be a positive aspect of the social and

environmental life that people with disability are experiencing on

Georgian campuses.

Discussion

If the majority of Tbilisi universities are not equipped with the

special infrastructure needed to ensure safe and free movement of

the students with special needs, then the law is neglected and the

process of learning is interrupted. The conditions in the regional

universities are much poorer and require immediate response from

the state or other universities. An attempt to partially solve the

problem is the implementation of an international project financed

by the European Union: TEMPUS_ASPIRE- Access to Society for People

with Individual Requirements, administered by Ilia State University

with other Georgian and European partner universities. The aim of

this project is to grow civic empowerment and speed up democratic

reforms in higher educational institutions by sharing the

experience of European universities and experts. The project

contemplates the development of learning modules and courses that

have been already created to be piloted with future teachers.

26

June 14th, 2014 was marked as the day of Defending Rights of People

with Special Needs in Georgia. Five Georgian university presidents

signed a joint declaration sending a strong message to the society:

“Concept the possibility”- “Create the environment”-,” Department

of Inclusive Education was created which aims to improve the level

of education of children with special needs in both public and

special schools.

By signing this declaration universities assumed the responsibility

to ensure a quality life for students with special needs by

transforming the educational institutions into inclusive

environments, encouraging the raise of academic engagement of

students with special needs and teacher/professors, and creating

diverse and flexible environment for them.

Some studies suggest that the most common attitude toward people

with special needs from society are: evasion, empathy, isolation,

excessive protection and aggression. Society stigmatizes those

individuals in such a way that affect their mental and spiritual

health extremely negative. People think that special needs people

have a lot in common with each other. For that reason they avoid

them either for compassion or evasion. This, of course, is not

27

true. What they have in common is the disability and therefore may

be regarded as valuable members of the society.

We believe that society has the power to change the wrong and

negative perception on people with special needs and should return

faith in their future. People with special needs should be restored

their rights. It is everyone responsibility along with the

governments to create and implement policies and activities to

enable people with mental or physical disabilities to do the

appropriate work. Any organization, public, private, non-for-

profit, educational institutions, government among others should

create and improve all conditions to solve any problem related to

special needs people. It is our responsibility to help these people

to become full and active members of the society. Lifting

restrictions and creating changes by providing adequate facilities,

infrastructure, curriculum accommodations among others would

increase the quality of life of disable people. Ramps, voice lifts,

sign language translation, and Braille are some of those changes.

The integration of people with special needs in the society means

overcoming negative policy toward them which is seen quite often.

It should be mentioned that despite the fact that universities

28

assumed responsibility to support people with special needs,

creating a comprehensive environment is over the head of any

university. The state should be responsibly involved in this

important issue and should make relevant legal norms more specific

to this group. The allocation of funds in the state budget and the

partnership with international donor organizations would be

utilized to create massive and continuous campaign to change the

mental image and perception that society members still possess.

Georgia must demolish the stereotypes created in the Soviet Union

that still permeate the culture.

Any of us can find themselves in a similar situation. Students with

special needs do not differ from other students; moreover, they are

honest, kind and pure soul human beings.

I want to send them the message from our hall: We are with you, Fight

together for better future

References:

1. Marekhashvili, N. (2008). Learn the inclusive education

together. Cultural Centre Meniereba: Tbilisi.

2. Ionatamishvili, R. (2007). History of special needs. Tbilisi,

GA: Meridiani.

29

3. USAID (2007). Save the children: Social integration of people

with special needs in Georgia. Report. Tbilisi: USAID.

4. Ministry of Education and Science (2004). Law on Higher

Education of Georgia. Tbilisi, www.mes.gov.ge

5. Ministry of Education and Science. (2009). Standard of

Authorization of Higher Educational Institutions. Georgia.

www.eqe.ge

6. National Examination Center. (2009-2014). Official statistics.

Tbilisi, Georgia: NAEC. www.naec.ge

7. ISU-SJSU. (2013). Education is your right, Report. Tbilisi,

Georgia: ISU-SJSU.

8. HEI- ISU, SJSU, GIPA, BSU, & KSU. (2014). Declaration:

“Concept the possibility”- “Create the environment”-, “Support

education”. Tbilisi, Georgia (signed by University’s

Rectors.

9. Heward, W.L. (2013). Exceptional children: An introduction to

special education (10th ed.) Upper Saddle River, N. J.:

Pearson.