Paper long abstract:

An analysis of inclusive education reform in Azerbaijan will be presented. Using the UNESCO education policy planning framework, the author examines how social, educational, and cultural factors have contributed to limited progress in national education policy. As result of a “pragmatic” approach, the idea of inclusion of children with disabilities was “translated” into the “hybridization” of special schools. The paper provides a discussion of lessons learned from the first cycle of the reform process where, despite the challenges faced, there have been positive attitudinal changes towards the concept of inclusive education. This analysis may be helpful in the further national education reform processes, as well as in international discourse on country-specific localization of inclusive education.