ABSTRACT
As in other parts of the former Soviet Union, the three countries of the Caucasus region (Armenia, Azerbaijan and Georgia) have introduced inclusive education with varying degrees of political, professional and civil society support. However, the sustainable transformation of education away from deficit-oriented approaches and Soviet institutionalization has not yet been achieved. In this chapter, I argue that factors differentiating the education systems in each Caucasus country are often neglected due to over-emphasis on the shared socialist past and the similar socio-economic upheavals that accompanied the ‘transition’ away from state socialism. I therefore question whether educational reform for disabled children in these countries should follow a single model or be more sensitive to specific circumstances in individual countries.
