INCLUSIVE EDUCATION IN BULGARIA: SUCCESSES AND CHALLENGES
The report is a brief overview of changes in education in Bulgaria after entry of the Pre-school and School Education Act, with regard to inclusive education. The emphasis is on the positive impact of the inclusion process on children and students. It focuses on the changes: from social and educational isolation through highlighting the variety of differences and individual educational features and needs of children and pupils to build inclusive policies in Bulgarian education. In recent years, inclusive education in Bulgaria has been successful, but has faced many challenges. Despite the changes, there are still different attitudes and stereotypes in the social society, including parents and a large number of pedagogical specialists working in general education schools. In separate chapters, the successes and challenges of inclusive education, in particular in the general and the additional support for the personal development of children/pupils in Bulgaria, have been analyzed. Attention is focused on the subjects of inclusive education - schoolchildren and students in the kindergarten and the individual needs of each. What are the facilities that pupils with special educational needs could benefit from during their education. The main elements of standard formal education are considered and compared with the principles of inclusive education and the need to adapt curricula to the individual pupils' individual pace. It is not limited school or kinder garden to develop a curriculum and apply a unified approach in the educational process to all children/pupils. The development and implementation should be complied with the individual needs of particular pupils and the opportunity to study in forms of education different from daily / individual, combined, independent/. The topic of specialists and teachers working in the educational system in Bulgaria, the need to acquire new necessary competences, which would increase their sensitivity to differences, is very briefly affected. The report focuses on parents' participation in the education of their children, the impact on their motivation, and the relevance to learning achievements. Accepting the fact that their children are educated in a class/group with children/pupils with learning needs. The role of the family and the community in coping with violence in schools and solving problems with discipline. And last but not least, the crucial importance and decisive role in the process of inclusive education of the school principals of, on which depends the creation of the necessary conditions for the process of inclusion.