Inclusive Educational Practices for Children with Autism in Bosnia and Herzegovina
For this impulse, I focused on researching the current state of inclusive education for children with Autism Spectrum Disorder (ASD) in Bosnia and Herzegovina. While inclusive education is officially recognized, its implementation remains inconsistent, leaving many children with autism without the necessary support to succeed in mainstream schools.
One of the key issues is that resources for individualized learning and inclusivity are limited. Schools often lack proper educational materials, adapted textbooks, and tools that could help children with ASD engage with lessons effectively. The system tends to follow standardized approaches that do not take into account the individual learning needs of children on the spectrum.
To gain deeper insight into these challenges, I conducted an expert interview with a school psychologist and a defectologist in Bijeljina. Their school is the only one in the city that offers a special education class for children with disabilities. Other schools do not have specialized support, meaning that many children with autism attend this one school, regardless of whether it is the best fit for their needs.
The psychologist explained the process of assessing students for special education. If a teacher notices that a child is struggling, they work with the school psychologist to recommend an assessment. However, it is ultimately up to the parents whether their child will be tested. In cases of ASD, students have two options: they can either join the special education class or remain in a mainstream classroom while following a curriculum for “Mild Intellectual Disability” with the support of a teaching assistant.
A major issue with this system is that the curriculum for mild intellectual disability is standardized—it is the same for all students, regardless of their individual abilities. The psychologist emphasized that children with autism require an individualized approach, yet the system does not allow for much flexibility. “The learning programs are copied from standard education systems and are not adapted to local resources and actual needs,” which often leads to frustration for students, teachers, and parents.
One of the biggest gaps in the education system is the lack of adapted learning materials. Children with ASD in special education classes do not have textbooks designed for their learning needs. Instead, teachers rely on basic tools like paper, pens, and didactic toys, which are often geared toward younger children. This creates a problem for older students, who are left using materials that do not match their cognitive level. Subjects like geography, chemistry, and physics require visual and practical aids, yet these are rarely available in special education settings.
Another significant issue is that support for children with ASD decreases as they get older. The ministry of education in Republika Srpska does not automatically provide teaching assistants for high school students. This means that families must hire private assistants if they want their child to continue education beyond primary school. The few students who continue their education often have to travel to specialized schools in Serbia, as Bosnia and Herzegovina does not offer many options nearby, beyond elementary school.
Beyond structural issues, cultural stigma surrounding autism remains a major obstacle. The psychologist and defectologist I interviewed recalled many cases where parents refused to accept that their child required special education. In rural areas, this is even more common, as acknowledging a child’s disability often means transferring them to a school in a different city, which many families are reluctant to do.
The stigma associated with autism extends beyond school. Many individuals with ASD struggle to become independent because they are not given the same opportunities to develop life skills. There are no vocational training programs tailored for individuals with autism, and work integration programs are rarely accessible to them. As a result, many children with ASD remain dependent on family care well into adulthood.
Reading and analyzing this topic helped me think critically about how educational tools could bridge some of these gaps. One key takeaway is that children with ASD need more structured and sensory-friendly learning environments—yet most schools in Bosnia and Herzegovina do not offer sensory integration tools. This directly relates to my research on designing multi-sensory learning tools that can support children with autism in adapting to traditional education settings.
Another point that stood out is the need for visual and interactive learning materials. Since children with ASD often struggle with traditional textbook-based learning, digital and physical tools could be an effective way to make subjects like geography and chemistry more accessible. I found it especially important that older children with ASD lack appropriate learning materials—a gap that my work could help address.
This research reinforced my belief that inclusive education is not just about placing children with autism in mainstream schools—it’s about making real adaptations to ensure they succeed. Bosnia and Herzegovina has taken some steps toward inclusion, but there are still significant barriers preventing children with ASD from getting the education they deserve.
For me, this is not just about identifying challenges—it’s about finding practical solutions. Designing educational tools means creating resources that make learning more engaging, structured, and supportive for children with autism. If we want to create real change, we need to rethink how we design learning environments so that they work for everyone.
