Inclusive Education Under Ableism: Policy, Comparative Analysis of Practice and Legislation between Georgia and Following the Example of Europe

Abstract

The article reviews the state of inclusive education under ableism and explores how social stigma, structural barriers, and institutional discrimination affect the access to and outcomes of education for students with disabilities. The paper is based on a comparative analysis of the practice and legislation of Georgia and European countries, which makes it possible to identify both common trends and contextual differences in the implementation of inclusive education.

The example of European countries shows that the success of inclusive education depends on the presence of systemic approaches: multi-level support, early intervention, sustainable resource allocation, continuous professional development of teachers and strengthening public awareness. The above analysis shows that overcoming ableism in EU countries is considered not only a matter of legal regulations, but also a broad socio-cultural change, which includes reducing stigma, integrating education and social policies, and effective models of financing the individual needs of students.

Georgian legislation formally complies with international standards, however, its implementation in practice is often fragmented and depends on the individual capabilities of schools and local governments.

The article covers the definition and origins of ableism. It combines theoretical analysis of ableism, comparative policy research and assessment of practical experiences, which provides a complex picture of systemic barriers to inclusive education. The comparative perspective allows the researcher to identify not only existing gaps, but also strategic directions that Georgia can adopt from successful European models - starting with new formats of financial and administrative support, ending with public awareness-raising programs.

Strengthening inclusive education in Georgia requires reducing both social and institutional manifestations of ableism; evidence-based policies; a systematic model of professional development for specialists; intersectoral cooperation; and an educational environment that not only formally recognizes diversity, but also actually provides equal opportunities for all students. The recommendations presented in the article are aimed at precisely these strategic changes and reflect the best practices of modern European approaches, the adaptation of which in the Georgian education system will be a significant step forward towards inclusive, fair, and barrier-free education.