Educational arrangements for children categorized as having special needs in Central and Eastern Europe

Children with disabilities and many others who are categorized as having special needs are often marginalized within, or even excluded from, their local schools. This paper considers this issue in relation to the situation in countries of Central and Eastern Europe, examining developments that have occurred in recent years and how these compare with overall trends internationally. This analysis suggests some barriers to progress, including attitudes within communities towards certain groups of children, traditional practices in the field of special education and the effects of the depressed economic situation within the region. The paper concludes with a consideration of possible opportunities for improvements in provision.