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Description
Children with developmental disabilities and their families are often on the margins. The Republic of Croatia neglects efforts to ensure an equal start for every child, especially for children with developmental disabilities. Support varies regionally, and is almost completely absent in deprived areas. All of them have in common the lack of early intervention, recognition of problems and support regarding the availability of kindergartens, assistants and communication mediators. Integration and inclusion in preschool institutions is an important step, which is also guaranteed by the Convention on the Rights of the Child.
Many scientific studies show that children involved in programs achieve significantly better results in further education. Deviations in development are often neglected to be addressed in the early and preschool age and children lose timely support. Early intervention remains only at the declarative level. Each child develops potential in a certain sequence. If we don''t act on time, we miss the moment when help would give maximum results and do irreparable damage.
The project will encourage legal changes: prescribing the obligation to ensure equal starting positions for every child, including children with developmental disabilities, especially in deprived areas. The Rulebook on assistants and communication mediators in kindergartens, which will prescribe the obligation of their employment will be prepared for the Ministry of Science and Education.
We also work on training educators for the rights of children with developmental disabilities, make support available to the wider professional community. Whether the child will be included in the system and receive support depends on the efforts of the parents, and that is a question that must be resolved by the state.
The project will have a dual task - a strong advocacy role and a role of supporting the needs of children with developmental disabilities, their families and kindergarten employees.
Summary of project results
The project aimed to tackle several important challenges related to including children with developmental disabilities in Croatia’s preschool system, which is crucial for their overall integration into society. While the Convention on the Rights of the Child guarantees all children equal access to education, many children still faced barriers because developmental issues were often not detected early enough. This delay in identifying issues prevented these children from receiving the support they needed. Research has shown that inclusive preschool programs help children succeed in the long term, but systemic gaps still exist.
One of the main challenges was the uneven access to preschools, especially for children with developmental disabilities. Many of these children were excluded from programs due to a lack of resources such as trained staff or support services. Families often struggled to find available places, assistants, or specialized support, and this varied depending on the region. Early intervention, problem detection, and access to trained professionals, like assistants or communication mediators, were not consistent, leaving parents to advocate for their children on their own. In addition, preschool educators often did not have the necessary training to support children with special needs, and there was no clear framework to guide the roles of support staff or ensure quality care.
The project also aimed to address the state’s failure to properly support inclusive education. Efforts to ensure equal opportunities for children with developmental disabilities were often neglected, and legal frameworks did not guarantee the necessary services. As a result, the responsibility fell on parents, and regional disparities continued to create unequal access to services. The project’s goal was to shift from parents fighting alone for support to creating systemic solutions that would ensure every child’s right to succeed in education and beyond.
The project mobilized a professional community to tackle the educational challenges faced by children with disabilities by addressing three key areas: raising public and institutional awareness, strengthening the competencies of educators and assistants, and empowering parents to advocate for their children’s rights while fostering better cooperation with kindergarten founders.
Research conducted at the outset revealed a severe shortage of legally required staff in many kindergartens — a gap so critical that it jeopardized compliance with the Preschool Education Act and risked closures. To expose these systemic shortcomings, a dynamic public campaign was launched, drawing attention to the issue through high-profile performances and protests, including a widely covered demonstration at Markov trg. The campaign captured media attention and galvanized public support, prompting parents to report rights violations and demand better treatment for their children. The pressure generated by their collective demands, supported by widespread public engagement, ultimately led to the hiring of additional assistants for children with disabilities.
A powerful social media campaign further amplified these efforts, engaging hundreds of thousands of citizens. More than 800,000 people took part in the public campaign, while 403 individuals were directly involved in project activities. The research, which exceeded its initial scope, provided a wealth of data that culminated in a comprehensive publication, both a unique database and a roadmap for reform, outlining the urgent steps Croatia must take to fulfill its international child rights obligations. A portion of this data was shared with the Network for Lifelong Education, contributing to the publication Analysis and Recommendations for Public Policies: Improving the Fairness and Inclusiveness of Early Preschool Education and Education in Croatia.
Alongside advocacy efforts, the project delivered targeted capacity-building activities. A series of workshops and training sessions equipped over 400 educators and parents with improved teaching methods, advocacy skills, and practical tools to support children with disabilities, further strengthening cooperation between parents and kindergarten founders. Strategic partnerships with civil society organizations, unions, and educational institutions ensured that these issues reached decision makers and a broader audience.
To address the urgent need for clear regulations, a SIDRO working group drafted a proposal for an Ordinance on assistants and communication mediators, formally submitting it to the Ministry of Science and Education to define roles and responsibilities more precisely. One of the most significant successes of the project was the rapid establishment of the Initiative of Association for an Equal Start, which brought together 14 organizations in a joint effort to combat discrimination against children with developmental disabilities. Their petition sparked concrete actions, helping to dismantle discriminatory practices and improve conditions for children across the country.
The project led to significant changes in early childhood education advocacy, resulting in improved policy, awareness, and practices. It shifted the attitudes of kindergarten founders and preschool institutions, many of which began hiring additional educators and assistants to support children with disabilities. Parents, once unaware of their rights, became more informed and proactive, filing appeals to secure places for their children. Despite some initial rejections, SIDRO intervened by advocating directly with institutions, securing spots for children with developmental disabilities.
The project also sparked a shift within the education sector, as many educators recognized the need for further professional development. They acknowledged that their training was insufficient for working with children with disabilities, creating a demand for additional education. This growing recognition of systemic issues prompted the Ministry of Science and Education and the Croatian government to acknowledge the challenges within the preschool system, marking a crucial step toward addressing them.
SIDRO’s advocacy was instrumental in halting a proposed law that would have weakened preschool education standards by removing the National Pedagogical Standard, a key regulation ensuring quality education. A widely circulated petition, supported by over 22,000 citizens, helped sway public opinion and influenced policymakers. Through media campaigns reaching more than 800,000 people across social media, television, and radio, SIDRO raised public awareness about the issues facing children with disabilities in preschool education.
The project also connected 14 organizations into the Initiative of the Association for an Equal Start coalition, strengthening advocacy efforts and improving the speed and reach of information. The coalition continues its work, offering legal, psychological, and educational support to families of children with disabilities.
With support from the Active Citizens Fund, SIDRO transitioned from a volunteer-driven initiative to a fully staffed organization, improving its capacity to manage projects and sustain advocacy efforts. SIDRO’s ability to unite stakeholders, including unions, educational institutions, and civil society organizations, was a significant factor in driving policy change and advocating for children’s rights.
Through persistent advocacy, strategic alliances, and a focus on children’s rights, the project not only achieved immediate improvements but also laid the foundation for long-term change in the preschool education system in Croatia.