Inclusion of Children with Disabilities in Secondary Education in the Republic of North Macedonia: Globalization, Digitalization, and Individualization – Comparative Perspectives

This paper explores the contemporary trends, systematic shifts, and operational challeng-
es in inclusive secondary education within the Republic of North Macedonia, analyzed
through the conceptual triad of globalization, digitalization, and individualization. Draw-
ing upon a comparative framework, the study contrasts the Macedonian model with the educa-
tional systems of Croatia and Serbia to identify institutional best practices, structural barriers,
and potential pathways for reform. The implementation of inclusive secondary education in
North Macedonia formally commenced in the 2025/2026 academic year, driven by the newly
enacted Law on Amending and Supplementing the Law on Secondary Education. Because of its
recent launch, empirical data on its long-term efficacy remains sparse. Thus, this study synthe-
sizes early structural indicators, qualitative systemic readiness, and historical lessons inherited
from primary education. Globally, inclusive education is driven by international conventions
such as the UNCRPD, establishing inclusion as an inalienable human right. However, local
realities reveal a persistent gap between progressive legal frameworks and systemic execution.
This research highlights the critical need for robust regional support structures, standardized
assistive technology deployment, and the shift from mechanical to authentic multidisciplinary
collaboration during Individualized Education Plan (IEP) formulation. By adopting localized
versions of Croatia’s de-centralized counseling model and Serbia’s mobile support networks,
North Macedonia can transition from nominal, physical placement of students with disabilities
to genuine cognitive and social inclusion.