Download
Elena Marin
Faculty of Psychology and Educational Sciences,
Moldova State University,
Chișinău, Moldova
E-mail: elena.marin@usm.md
ORCID: 0000-0013-4161-8220
Keywords: inclusive education, special needs, educational equity, teacher training, accessibility, policy implementation
Abstract. This article explores methodological approaches commonly employed in educational research, with a focus on their application and relevance in Jordanian academic contexts. It compares qualitative, quantitative, and mixed-methods designs, highlighting their respective strengths and limitations in addressing research questions in pedagogy. Drawing on recent research projects conducted in Jordan, the study emphasizes the need for contextually appropriate and culturally responsive methodologies that align with local educational realities.
Introduction
Inclusive education is a cornerstone of modern educational reform aimed at ensuring that all learners, regardless of their physical, cognitive, or social differences, receive equitable educational opportunities. In Moldova, where democratic and social institutions are still in transformation, inclusive education represents both a moral and policy imperative. International commitments — such as the Salamanca Statement, the UN Convention on the Rights of Persons with Disabilities, and the Sustainable Development Goals — have pushed Moldova to adopt progressive policies. However, bridging the gap between policy and practice remains a challenge. Teachers often lack training, resources are limited, and schools struggle with adapting to students’ diverse needs. This study aims to critically examine the state of inclusive education in Moldova by identifying its challenges, reviewing best practices, and offering policy recommendations based on recent developments and academic research.
Main part. In recent years, Moldova has taken considerable steps to align its education system with inclusive principles. The country’s commitment is evident in its adoption of several legal instruments, including the Education Code (2014), the Strategy on the Development of Inclusive Education (2021–2025), and child rights frameworks harmonized with European Union standards. These policy documents reflect a strategic orientation toward ensuring that children with diverse learning needs, particularly those with disabilities, are provided equitable access to quality education. However, despite these formal commitments, implementation at the ground level remains inconsistent. Structural inefficiencies such as weak enforcement mechanisms and the challenges posed by administrative decentralization have led to fragmented and unequal application of inclusive education policies across different regions of the country. This paper explores key barriers to implementation, highlights successful interventions, and offers recommendations for systemic improvement.
A significant obstacle to inclusive education in Moldova is the lack of teacher readiness. According to a national survey conducted in 2022, over 60% of general education teachers reported feeling unprepared to teach students with disabilities. Many teachers lack the training, tools, and ongoing professional development necessary to manage diverse classrooms effectively.
Physical access remains a major concern, particularly in rural schools. Numerous educational institutions lack basic inclusive infrastructure such as ramps, adapted toilets, and visual or tactile aids. This not only limits attendance for children with physical disabilities but also communicates a broader message of exclusion.
Despite policy advances, attitudinal barriers persist. Inclusive education is often met with resistance from educators and parents, many of whom continue to associate disability with stigma, reduced academic performance, or classroom disruption. These perceptions undermine both policy effectiveness and community engagement.
The shortage of trained support personnel — such as speech therapists, school psychologists, and special education professionals — is another systemic gap. Without these experts, schools struggle to provide individualized education plans (IEPs) or offer targeted behavioral and emotional interventions necessary for meaningful inclusion.
Despite these barriers, Moldova has benefited from pilot programs and donor-supported initiatives that have laid the groundwork for more effective inclusive education models.
One of the most impactful programs is the UNICEF-supported teacher training initiative, which has equipped hundreds of Moldovan educators with skills in differentiated instruction, inclusive methodologies, and classroom management strategies tailored to diverse needs.
Inclusive Resource Centers, established across various districts, have become instrumental in promoting inclusion. These centers offer diagnostic assessments, family counseling, and ongoing educational support to both students and educators, bridging the gap between policy and practice.
Awareness campaigns — particularly in urban areas like Chișinău and Bălți—have led to a growing public understanding of the importance of inclusive education. Community outreach initiatives have helped to normalize diversity in education and reduce resistance to change.
For Moldova to achieve its inclusive education goals, a more coordinated and sustainable approach is needed. The following recommendations aim to strengthen policy implementation and create an enabling environment for inclusive learning:
Integrate inclusive pedagogy into national teacher education programs and provide ongoing professional development.
- Secure state budget allocations for upgrading school infrastructure and procuring assistive technologies.
- Establish multidisciplinary support teams within schools, including therapists, psychologists, and special educators.
- Foster partnerships with non-governmental organizations (NGOs), international donors, and community-based organizations to build capacity and mobilize resources.
- Launch nationwide media campaigns to combat stigma and promote a culture of tolerance and acceptance in education.
Conclusion
Inclusive education in Moldova is evolving from a theoretical commitment to a practical reality. While legislative efforts have paved the way by aligning national policies with international frameworks such as the UN Convention on the Rights of Persons with Disabilities, the real impact of inclusion depends on how effectively these policies are implemented at the institutional level. Sustainable progress requires more than just legal mandates—it calls for tangible investments in teacher capacity-building, inclusive pedagogical training, adequate infrastructure, and the availability of support services such as school psychologists and special education professionals. Equally important is the cultivation of a positive public attitude toward diversity and disability, which plays a critical role in shaping inclusive learning environments. Higher education institutions in Moldova, as centers of innovation and teacher preparation, have a particularly strategic role in driving inclusive reforms. By embedding inclusive education into curricula, research agendas, and university governance structures, they can model the inclusive values expected across the education system.
References
- Ainscow, M., & Sandill, A. (2010). Developing inclusive education systems: The role of organisational cultures and leadership. International Journal of Inclusive Education, 14(4), 401–416.
- European Agency for Special Needs and Inclusive Education. (2021). Moldova country report on inclusive education. Retrieved from https://www.european-agency.org
- Moldovan Ministry of Education and Research. (2021). National Strategy for Inclusive Education 2021–2025. Chișinău.
- UNESCO. (2020). Global Education Monitoring Report: Inclusion and education. Paris: UNESCO Publishing.
- UNICEF Moldova. (2022). Evaluation of inclusive education programs and teacher training. Retrieved from https://www.unicef.org/moldova/