State Guarantees of Inclusive Education
The Georgian Law on General Education makes inclusive education a direct obligation of the state. Under Article 7, the state ensures the right of every pupil — including pupils with special educational needs — to receive general education as close as possible to their place of residence and in the state or native language. This norm is the foundation of accessibility in education and signals to schools that adapting to the child's needs is a state requirement, not merely pedagogical advice.
Where the exercise of this right is impossible through the standard voucher, the state provides such pupils with an increased voucher and/or additional funding within a targeted programme approved by the Ministry. The increased voucher and additional funding serve the openness and equal accessibility of public schools, the introduction of inclusive and multilingual education, the improvement of material, technical, programme and human resources, appropriate remuneration of staff, a health-safe environment and the uninterrupted conduct of the learning process. The state also ensures the receipt of general education in a penitentiary institution, in accordance with the procedure established by the Penitentiary Code.
School Obligations Regarding an Inclusive Environment
Article 33 regulates the obligations of a general education institution, and inclusive education is named among them directly: the institution is obliged to create the conditions for implementing inclusive education. This is complemented by the duty to provide education meeting contemporary requirements, to create the conditions necessary for the learning process, to observe the national curriculum, to create conditions for the functioning of a medical service space, to ensure the safety of pupils on school territory during school hours, and to create the possibility of receiving general education through alternative forms.
The institution is authorised, as far as possible, to provide transport services for pupils who cannot independently travel to and return from the institution. The law also provides for the resource school: it is authorised, for the purpose of supporting inclusive education, to implement programmes and services and to consult other schools, pupils with special educational needs, their parents, teachers and special teachers. When compliance is assessed, what is decisive is whether the school has actually activated these mechanisms.
The Transition Scheme for Special Teachers
A practical pillar of inclusive education is the institution of the special teacher. Article 61-3 defines the transition to the professional development and career advancement scheme for special teachers: a special pedagogue/special teacher, psychologist and inclusive education coordinator employed in a general education institution before 10 August 2018 who does not meet the requirements established by law for special teacher education is considered a practising special teacher.
A practising special teacher must, to confirm competence, pass the special teacher examination defined by Georgian legislation by 1 January 2026. A person holding a master's degree in education or an equivalent qualification, or a bachelor's degree in psychology or an academic degree as an occupational therapist, may be employed as a practising special teacher and pass the examination within 2 years of starting work in that position, no later than 1 January 2026. For schools, this means that verifying staff qualifications is on the agenda of any compliance audit.
Practical Stages of a Compliance Assessment
An assessment of inclusive education compliance proceeds along three directions: first, the actual securing of pupils' rights, including the use of the increased voucher and additional funding; second, the performance of the school's obligations, from creating conditions for inclusive education to safety; third, the qualifications of staff, including the transition of special teachers to the scheme and examination deadlines. Each direction leaves a documentary trail, and it is precisely this trail that becomes the subject of legal analysis.
For parents, these mechanisms make it possible to evaluate how well their child's needs are supported; for schools, they are a basis for early identification and management of risks. When a dispute arises, the documentation of vouchers, individual study plans and support measures is decisive.
Frequently Asked Questions
How is the education of a pupil with special educational needs funded?
Where the standard voucher is insufficient — through an increased voucher and/or additional funding within a targeted programme approved by the Ministry.
What is a school's core obligation in inclusive education?
To create the conditions for implementing inclusive education, complemented by a safe environment, health protection and, where needed, the possibility of transport services.
What is the function of a resource school?
Supporting inclusive education: implementing programmes and services and consulting schools, pupils, parents and teachers.
Who is considered a practising special teacher?
A special pedagogue, psychologist or inclusive education coordinator employed before 10 August 2018 who does not meet the education requirements; the deadline for their examination is 1 January 2026.
Can a bachelor of psychology become a practising special teacher?
Yes — such a person may be employed in that position and pass the examination within 2 years of starting work, no later than 1 January 2026.
How We Help on Legal.ge
The lawyers of Legal.ge specialise in education law and address inclusive education compliance in full: we assess the performance of a school's obligations, analyse the use of vouchers and funding, verify staff compliance and protect the interests of parents and pupils at every stage of a dispute. Contact us on Legal.ge — we will help ensure that the guarantees of inclusive education remain on paper and work in practice.