DOI: https://doi.org/10.36719/2706-6185/47/38-46
Hamza Lazazga
University of Sétif2-Algeria
PhD in Clinical Psychology
https://orcid.org/0009-0008-2463-9905
h.lazazga@univ-setif2.dz
The Policy of Integrating People with Special Needs in Algeria:
Between Reality and Future Prospects
Abstract
Education is a fundamental and sacred right for every individual. From the moment a child reaches school age, they should not face any form of discrimination based on their differences. It is the responsibility of society to ensure that every person has access to a suitable educational environment, the opportunity to enroll in school, and the right to receive formal education. This right is universally recognized by communities and organizations working in the field of education, reinforced by legal frameworks and supportive policies that promote educational inclusion while imposing penalties for any violations. This is especially crucial for individuals with special needs, who are often vulnerable to exclusion and discriminatory practices that deprive them of their fundamental rights—most notably, the right to education in an environment that respects their privacy and protects them from exploitation, discrimination, or unfair treatment. Ensuring access to education empowers them with the knowledge necessary for a dignified life, fostering a sense of belonging and social integration without barriers or feelings of inferiority. In this article, the author will explore the key milestones that have shaped the integration of individuals with special needs, examining its various forms, implementation conditions, and the current reality of inclusive education in Algeria.
Keywords: inclusion, integration, special needs, rehabilitation