THE RIGHT TO INCLUSIVE EDUCATION FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS: ADDRESSING DYSLEXIA IN POLICY AND PRACTICE IN KOSOVO

Abstract

The study aims to investigate inclusive education from an educational and interdisciplinary perspective devoting special attention to students with specific learning difficulties, including dyslexia. In the study, a qualitative research design was adopted based on the analysis of scholarly sources and relevant institutional frameworks. The study also considered the legal dimension of the right to education by engaging with key international human rights instruments and national legislation. By bringing these components together, the study focused on a more grounded understanding of how existing legal and policy frameworks supported to the inclusive education in practices. The study utilized secondary data, drawing on academic literature, policy documents, and relevant legal sources. The obtained data were examined through content analysis alongside doctrinal legal analysis. With a particular focus
on the case of Kosovo, the study considered how policy commitments led to the implementation of them, pointing to ongoing challenges such as limited institutional capacity, constraints in resource allocation, and gaps in the provision of adequate support mechanisms. The findings have indicated that, although a comprehensive framework exists and is largely aligned with international standards, the effective realization of inclusive education still depends on more coordinated and practical measures. Such efforts are essential to ensure meaningful participation and to secure equal learning opportunities for all students.

Keywords: Inclusive education; dyslexia; education right; special educational needs; learning difficulties