Inclusive Education

in Azerbaijan
Jim J. Lesko, Deborah A. Ziegler,
Ulviya Mikailova, and David Carl Roels

Possibly the best known and most influential [early

childhood care and education] reform initiative is Step
by Step, introduced in 1994. . . . Step by Step introduced
child-centered teaching methods, and encouraged com-
munity and family involvement in preschool and (later)
the first grades of primary school. . . . Up until 2005, the
Open Society Foundation trained more than 150,000
Step by Step teachers and specialists in 30 countries
serving millions of children and their families.
UNICEF, Education for Some More than Others?

T he public special education system of the Republic

of Azerbaijan is built on the Soviet science of defectology. In
this system, most government-provided educational ser-
vices segregate children with disabilities in special schools
and home environments, separate from children without
disabilities and from society at large. The country’s curricu-
lar model also reflects traditional Soviet-style educational
practices—large-group activities, regimented practices,
rote memorization, and passive learning tasks—that pre-
vent the accommodations and modifications essential to
supporting children with disabilities in schools.
  From 2005 to 2009, the government of Azerbaijan
launched several initiatives so that children with disabili-
ties could be educated alongside their peers. One initia-
tive, the National Program on Development of Inclusive
Education, included pilot projects in four cities (Baku,
Sumgayit, Mingachevir, and Yevlakh), conducted by the
nongovernmental organization Center for Innovations
in Education (CIE) in partnership with World Vision
Azerbaijan and International Medical Corps. During that
time, these pilot projects successfully included 187 chil-
dren with mild and moderate disabilities in both preschool
and primary general education classrooms. The CIE pilot
projects used the Step by Step instructional methodology,
approved by the Azerbaijan Ministry of Education as one of
the national core inclusive education models.
Jim J. Lesko, EdD, is the director of Early Development and
Learning Resources for the Delaware Department of Educa-
tion. He has worked with the Step by Step project overseas for
more than 10 years, providing technical assistance and training
support for teaching young children with disabilities in inclusive
settings. jlesko@doe.k12.de.us
Deborah A. Ziegler, EdD, is associate executive director of
Policy and Advocacy Services at the Council for Exceptional
Children in Arlington, Virginia. She has broad international experi-
ence supporting initiatives on inclusive schools and communities
to meet the requirements of the United Nations Convention on
the Rights of Persons with Disabilities. debz@cec.sped.org
Ulviya Mikailova, PhD, is executive director of the Center for
Innovations in Education, the lead agency for early childhood
education in Baku, Azerbaijan. She has worked on the implemen-
tation of pilot projects on inclusive education in public preschools
and schools. umikailova@cie.az
David Carl Roels, MA, is an educational consultant and a former
school administrator and school psychologist. He has conducted
numerous trainings in Azerbaijan for more than 200 teachers,
teacher assistants, administrators, and government officials,
addressing the inclusion of children with disabilities in regular
classrooms. He also conducted evaluations of institutions provid-
ing services to children with disabilities in 10 cities in Azerbaijan.
  Photos courtesy of the authors. Illustration © Susan L. Roth.

56 Young Children • November 2010

  Step by Step is an early education reform project created
by the Open Society Institute, a private foundation that
works to build vibrant, tolerant democracies whose gov-
ernments are accountable to their citizens. Open Society’s
early childhood programs, including Step by Step, intro-
duce child-centered teaching methods and practices to
support community and family involvement in preschool
and primary grades in the former Republic.
  A CIE/UNICEF survey indicated that in 2007, public opin-
ion in Azerbaijan generally supported inclusive education
of children with disabilities as a result of inclusion efforts
like Step by Step. Close to 100 percent of sur-
veyed parents and teachers indicated that they
supported the inclusive education of children
with disabilities to help facilitate a better
future. Parents of children without disabilities
also supported inclusive experiences for
children both with and without disabilities
(Lesko 2007). Parents from Yevlakh—
one of the four CIE pilot regions—
stated that Step by Step inclusive
education methodologies should be
supported in all schools because they help
children accept and adapt to each other’s
differences. The 2007 survey dem-
onstrates a robust change in social
attitudes since 2005, resulting in
Young Children • November 2010
attitudes that support the inclusion of children with dis-
abilities in community schools (Lesko 2007).
  However, parents of children with disabilities in
Azerbaijan still face negative attitudes, and many feel dis-
comfort when in public places, parks, or schools with their
children. As one parent explained, “Every time I rode on the
bus I always thought that everyone was looking at my son
and me; I assumed that this was because he would shout
loudly and drew people’s attention” (Lesko 2007).
Step by Step methodology and training
  Step by Step is one of the largest and most comprehensive
early childhood development reform programs for children
ages birth through 10 in Azerbaijan. The program promotes
the right of all children to receive a quality education and
provides materials and training for teachers to ensure equal
access for children with disabilities, internally displaced
persons and refugees, and families living in poverty. CIE
used Step by Step methodology in its pilot projects with the
leadership and support of the Open Society Institute.
  Since its inception in 1994, Step by Step in Azerbaijan
has grown from nine kindergartens in five towns to 53
kindergartens and 43 primary schools in 17 towns. The four
towns included in the National Program on Development
of Inclusive Education are included in the 17 towns imple-
menting the Step by Step methodolo-
gies. The program collaborates with
five universities in the training and
professional development of teachers
throughout Azerbaijan. It is recognized
by the Ministry of Education and all of
the country’s universities as an alterna-
tive pedagogical technology for early
childhood development.
  Unlike previous Soviet-style teach-
ing practices in Azerbaijan, Step by
Step recognizes the individual needs of
Parents stated that Step
by Step inclusive edu-
cation methodologies
should be supported in
all schools because they
help children accept and
adapt to each other’s
differences.
57
each child. The Step by Step approach encourages teach-
ers to establish a differentiated instructional program that
addresses children’s varying needs right from the start. It
also acknowledges that, even with an effective educational
foundation, a small number of young children with dis-
abilities will still need additional support to participate and
achieve. Teachers facilitate children’s learning and foster
democratic principles by encouraging independent think-
ing, problem solving, and individual choice. The program
seeks to ensure equal access to education for all children
and encourages family and community participation in
children’s learning.
  At the start of the CIE pilot projects, a needs assessment
revealed that early childhood teachers in Azerbaijan did
not have the knowledge and skills they needed to effec-
tively differentiate instruction. Expert trainers from the
Open Society Institute led a professional development
initiative using a training-of-trainers model to help build the
capacity of both general education and special education
teachers. The training content is based on the assumption
that young children with disabilities need developmentally
appropriate instruction as much as any specialized teach-
ing support they may require.
  Step by Step teacher training shows participants how
to address the unique needs of children with disabilities
within the general education classroom. The training
includes teaching strategies that can be integrated into
classroom learning activities. Teachers learn how to modify
their techniques and curricular approaches to include and
foster the success of children with disabilities. They make
these accommodations and modifications in three stages.
  A team that may include educators, specialists, admin-
istrators, and the family develops an individualized educa-
tion program (IEP) for the child. The IEP guides the delivery
of educational supports and services to the child and helps
the teacher make accommodations and modifications. The
three stages include
Planning. The teacher uses the child’s IEP to design curric-
ulum and teaching strategies that reflect the child’s devel-
opmental level, individual needs, interests, and preferred
learning style.
Implementation. The teacher carries out the curriculum,
making the necessary accommodations and teaching
modifications for children with disabilities and other
special needs.
Reflection. The teacher assesses the effectiveness of the
approach and the child’s progress to make decisions that
inform further IEP planning.
  The challenge was to help teachers support children in
taking full advantage of classroom activities and experi-
ences. Teachers learned how to adjust their methods and
implement teaching strategies to allow all children to par-
ticipate during both child-initiated (free play, snack) and
58
teacher-led (circle time and small groups) activities. For
times when a child could not perform a learning task even
with appropriate accommodations, teachers learned to
modify the task by changing its content or level of difficulty.
  To identify appropriate instructional methods, teachers
learned how to analyze the required curriculum and learn-
ing standards against learner strengths and needs, based
on child assessments. They developed IEPs for children
with disabilities to build on the children’s strengths and
needs. Teachers learned to use this information to target
knowledge and skills that could pose challenges for chil-
dren with disabilities. As needed, teachers modified the
environment, materials, teaching strategies, and learning
experiences to support children’s participation and learn-
ing (Warger & Ziegler 2003).
Case study: Aysel’s kindergarten classroom
  Aysel is the lead teacher in a kindergarten classroom of
20 children ranging in age from 5 to 7, three of whom have
been diagnosed with behavioral, learning, and physical
disabilities. Several other children have been identified as
being at risk for challenging behavior and delayed develop-
ment. The children with identified needs require individual-
ized instruction.
  When the CIE pilot project began in her school, Aysel
was already an experienced teacher trained in Soviet-style
teaching methods. The Step by Step training helped Aysel
understand how to consider the children’s broad range of
developmental stages and abilities as she plans and imple-
ments the classroom curriculum.
  Aysel and her assistant teacher take a two-pronged
approach to ensure that all of the children in the class
have access to effective, differentiated, and individualized
instruction. First, they prepare the environment to support
the learning of all of the children in the classroom. Second,
they plan the content of their lesson plans so that each
child, including children with disabilities, can participate
in and benefit from all activities. Every day the teacher
and assistant talk about what the children did, said, and
learned. They keep track of this information and use it dur-
ing weekly planning sessions.
For times when a child could not per-
form a learning task even with appro-
priate accommodations, teachers
learned to modify the task by chang-
ing its content or level of difficulty.
Young Children • November 2010
Preparing the environment Location of
Step by Step
  Aysel begins the process of individualizing
Sites in Azerbaijan
teaching and learning by ensuring that the class-
room environment and materials meet the wide Legend
range of children’s interests, skills, and abilities.   
 Model Kindergartens

To capture children’s attention and engage them    Extension Kindergartens

   Primary Training Centers

in exploration, Aysel includes objects like musical    Model Schools
instruments and food items commonly found in    MOE/World Bank Pilot Schools
WB
(Education Reform Project)
the children’s home and community and linked to

Map © 1994 by Macmillan

Time
Azerbaijan customs. She also uses materials that    1998

can be readily adapted to accommodate children’s    1999

   2000
unique learning needs. There are large, easy-to-
grasp crayons for children who are still developing
fine motor skills; thick-paged cardboard books;
picture books for visual learners; and basic folk-
lore stories to be viewed by children on their own Preparing the curriculum
or read aloud by an adult.
  Aysel also ensures that the physical space is free of bar-   The next step is to ensure that the curriculum can address
riers so that all of the children feel welcome and can move a wide range of abilities and needs. An important component
around the room with ease. Materials are easily accessible of the Step by Step program is for the teacher to know on an
on low shelves and there are wide spaces between learning ongoing basis the skills of the children in her classroom. At
centers. Children help put away materials after learning the start of the school year, Aysel used her firsthand obser-
center time, and Aysel and her assistant reorganize items at vations to complete the Step by Step Child Assessment In-
the end of each day so the room isn’t cluttered. strument to get to know each child’s skill levels in all domains.

Step by Step Child Assessment Instrument: 3–6 Years

Cognitive Development Step by Step Child Asessment Instrument
Motivation and problem solving
Not Beginning Developing Consistently
observed
1.  Observes and explores
• Explores new materials, toys, and other things    

• Manipulates things to understand their functioning    

• Uses more than one sense to gain information about projects    

2.  Demonstrates curiosity and desire to solve problems

• Shows interest in what happens in the classroom    

• Tries to discover causes and effects    

• Asks questions about world, events, and materials    

• Returns to past activity in which he/she was previously involved    

• Persists in solving problems until completed (logic, puzzles, tangrams)    

3.  Demostrates constructive thinking

• Uses knowledge and experiences in various activity centers (acts out
a trip to the doctor)    

• Applies information or experience to a new context (uses information

about own family when discussing animal families)    

• Searches for objects in a systematic manner    

• Finds more than one solution to a problem    

4.  Makes predictions and plans

• Indicates what he/she plans to build or make    

• Collects several appropriate items before beginning a task    

• Uses planning in approaching a task or activity    

• Attempts hypotheses and predictions    

• Predicts a sequence of events    

Young Children • November 2010 59

   In addition to this and small-group sessions. Aysel might use small accom-
observational tool, modations, such as sitting next to a child who has attention
Aysel reviews informa- challenges or calling on a particular child during a transi-
tion from anecdotal tion activity to help the child stay focused. At other times,
records, portfolio Aysel modifies her usual practices to help a child needing
samples, and informa- a higher level of support, such as physically helping a child
tion provided by the to point to or touch a picture while naming it.
family. Using data   Aysel also uses the information from the Step by Step
from these multiple Child Assessment Instrument (see excerpt on p. 59) when
sources, Aysel works grouping students for small-group instruction. One strat-
with the IEP team to egy to meet the needs of individual children is to create
develop IEPs for chil- a schedule that allows several children to be grouped
dren with disabilities together at different times (flexible grouping) during which
who need extra sup- specific activities are arranged that meet the varying devel-
ports or changes in opmental needs of the children in each group. For example,
their activities to sup- Aysel had identified Ferid and Nika as needing support in
port their learning. For letter recognition and sound/letter association respectively.
example, Ferid had a visual impairment, so Aysel used writ- She created activities to involve each child in a small group
ten material that had strong light/dark contrasts that made that would focus specifically on those areas. The size of the
it easier for Ferid to see the text when he was reading. group allowed her to provide individualized attention.
  Aysel’s final task is to design a daily schedule that incor-   Aysel has learned how to plan learning center activities
porates a variety of teaching strategies. As a result of Step that address the varied developmental levels of individual
by Step training, Aysel has developed the skills to make children. While the assistant teacher interacts with chil-
on-the-go accommodations during child-led activities such dren in the learning centers, Aysel works with small groups
as snack time or transitions. For example, during the transi- on the specific skill sets outlined in her lesson. After each
tion from circle to learning center time, Aysel gently guides small group, Aysel spends a few moments in a learning
Nika to the center she has chosen to work in. She also has center and then invites specific children to join another
learned from the Step by Step process how to make accom- small group. Using this strategy, Aysel pays attention to a
modations during teacher-led activities such as circle time small group of children while simultaneously monitoring

Plan for Individualized Teaching

Target: Recognizes the association between spoken and written words
Strategy Students Activity
Small-group Z Group Z – Letter recognition
instruction M Group M – Sound/letter association
X Group X – Read aloud/big book
U Group U – Read aloud/big book
L Group L – Letter recognition
Learning centers Literacy Each learning center offers an activity that allows
Mathematics children to use both spoken and written words.
Dramatic play
Science

Routines Morning greeting Focus on words along with morning

announcements
Small groups Read a story about bumblebees
Snack Read the stories children retold to the teacher dur-
ing learning center time
Lunch List lunch food items on chart; review with children
before and after lunch

60 Young Children • November 2010

 Learning Center Activities
Target: Recognizes the association between spoken and written words
Blocks Children build block structures, then draw a picture of their design. The teacher invites
children to talk about their building while she writes their words. Several children share their
drawings at circle time.
Mathematics/small Children explore small alphabet blocks and picture cards of objects with word labels. The
manipulatives teacher encourages children to match letters on the blocks to words on picture cards.
Literacy corner Children can choose from a variety of books, including several copies of books (with at least
one big book version) recently read aloud in class.

Science Materials include books about bumble bees, clear containers with bumblebees inside,
magnifying glasses, paper, and pencils. The teacher encourages children to draw pictures
of bees and write words about what they see.
Dramatic play Materials include bumblebee headbands and wings. The teacher asks children to report on
what they did during learning center time. Children dictate their stories to the teacher. Later
they share the stories at snack time, with teacher assistance if needed.

their performance. Step by Step success

The Step by Step meth- By including children
with disabilities in   The Azerbaijan educational system has made great
odology has provided well-planned small- strides toward supporting children with disabilities in pub-
a structure and a set of group experiences, she lic schools. Children who once may have been educated in
can provide targeted a separate facility or kept at home without any educational
instructional tools to attention while still support now join their peers in general classrooms. The
help teachers like Aysel addressing the needs inclusion initiatives implemented in Azerbaijan have dem-
of all of the children in onstrated the capacity of the system to meet the needs of
meet the individual the class. Aysel further children with disabilities. Teachers, parents, and adminis-
needs of all children in targets specific literacy trators have indicated that they see the benefits of includ-
activities in each learn- ing children with disabilities in schools.
her classroom, including ing center by provid-   Simply placing children with disabilities in classrooms is
children with disabilities. ing opportunities for not inclusion. It is crucial to use effective teaching strate-
children to practice gies that support learning and to continuously monitor
and apply the skills that learning. The Step by Step methodology has provided
they are learning about a structure and a set of instructional tools to help teachers
linking spoken and written words (see “Learning Center like Aysel meet the individual needs of all children in her
Activities”). The Step by Step training taught Aysel and her classroom, including children with disabilities.
assistant how to support Ferid and Nika’s individual needs
within each learning center. In the dramatic play center,
Aysel emphasizes letter recognition with Ferid as he mails a
References
letter in the “post office.” Lesko, J. 2007. Inclusive education initiative in Azerbaijan. Project Evalu-
  The skills developed through the Step by Step training ation: Final Report. Council for Exceptional Children: Step by Step
Program. Arlington, VA: Council for Exceptional Children.
allow Aysel to work with children who have a wide range UNICEF (United Nations Children’s Fund) Regional Office for CEE/CIS
of abilities. She can make the needed accommodations and (Central and Eastern Europe and the Commonwealth of Independent
modifications so that all children, including children with States). 2007. Education for some more than others? A regional study
on education in central and eastern Europe and the Commonwealth of
disabilities, benefit from the planned learning experiences. Independent States (CEE/CIS). Geneva, Switzerland: UNICEF. www.crin.
She feels more confident as an educator and more able to org/docs/Regional_Education_Study.pdf
design learning experiences that allow all of the children in Warger, C., & D. Ziegler. 2003. Instructional strategies for children with
disabilities in the early childhood classroom. Arlington, VA: Council for
the class to progress. Exceptional Children.

Copyright © 2010 by the National Association for the Education of Young Children. See Permissions and Reprints online at www.naeyc.org/yc/permissions.

Young Children • November 2010 61