ENHANCING PEDAGOGICAL-PSYCHOLOGICAL SUPPORT AND FUNCTIONAL ASSESSMENT IN ARMENIAN EDUCATIONAL SETTINGS: TOWARD AN INCLUSIVE MODEL

Abstract

Following Article 17, Part 7 of the “Law on Education” of the Republic of Armenia, pedagogical-psychological support services for students are provided at three levels: school, territorial, and republican.

This paper outlines the regulatory framework, examines the peculiarities of service provision, and discusses challenges associated with assessing children's special educational needs - including those with speech disorders. The study reveals significant gaps in the current assessment processes by drawing on an extensive literature review, document analysis, and empirical data collected from specialists in academic institutions and regional support centers.

The findings underscore the need for a comprehensive, standardized model that aligns with internationally recognized indicators of functionality, disability, and health. Such a model would facilitate improved planning, intervention, and resource allocation for children with special educational needs in Armenia.