სწავლის უნარისა და გონებრივი განვითარების დარღვევის მქონე მოსწავლეების სწავლების სტრატეგიები

The 1994 Salamanca Declaration and the United Nations Convention on the Rights of Persons with Disabilities significantly changed attitudes towards education for people with disabilities. The Salamanca Declaration marked the beginning of a process of universal recognition of the inclusive education model.
In 2004, the Georgian government declared inclusive education a priority. As a result, students with disabilities and special educational needs began to be integrated into general education classes.
The aim of this master's thesis is to formulate and research strategies for students with learning disabilities and mental development disorders in Adjara secondary schools to determine the relationship between parents and special education students, parent involvement and their expectations.
According to the Convention on the Rights of the Child, every child has the right to education. Moreover, everyone can learn, regardless of their physical, intellectual, social, emotional or other condition.
Inclusive education recognizes the need for diversity and diversity in the learning process of students. That is why, according to the inclusive education approach, the inclusion of a child with special educational needs in the general education school and its educational process is a top priority.