universal inclusive education ; pedagogical-psychological support team ; pedagogical-psychological support service ; parents of children with special educational needs ; teacher ; teacher assistant

The following study aims to describe and compare the action of pedagogical-psychological support teams within the scope of new functions stated after recent reforms taking place in the Armenian education system. Three regions were selected as pilots within the reforms towards universal inclusive education. Within the frame of the current study quantitative methodology pursues to compare three regions for a few result variables. Participants of this research are parents of children with special educational needs (n=440), and pedagogical-psychological support team members (n=85) living in Tavush, Lori, and Syunik regions. In general results of the study reveal the need for pedagogical-psychological support teams and relevant specialists in schools, which is confirmed by the teachers, parents, and teachers' assistants at the school. To hand are some problematic issues between support centers and parents related to the child's further education. Also, serious conflicts with the parents, as the issues of further education of the child involved in inclusive education are not clarified, remain to be on the list.

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