Report on the State of Human Rights in Institutions for Persons with Disabilities home – they take him/her to the forest and make him/her collect things; P.F. is beaten by his/her father at home.” The psychologist had also failed to report about these facts, despite his/her well-founded doubts about abuse and neglect of children.” As for abuse and ill-treatment of beneficiaries in the institution, the psychologist has no information about this. Accordingly, s/he does not take measures to reveal possible ill-treatment or, proceeding from this, to prevent abuse and neglect. According to the psychologist of Public School No. 202, there are problems with ex- change of information within the institution; S/he is not informed of the children’s psychiatric diagnoses (in cases when they exist); The multidisciplinary approach has not been introduced; Moreover, there is a lack of coordination among the employees: The teachers neglect the work done by the psychologist. In the psychologist’s opinion, the multidisciplinary team of the Ministry of Education and Science often assesses children incorrectly; For example, the medical report of the pupil V.Ch. says that the child speaks well, while, in reality, the child cannot speak at all; Some children’s medical reports describe them as “totally blind”, though they have a certain percentage of vision. During the visit to the Akhaltsikhe Public School No. 7, the group documented that the institution does not have a material-technical base necessary for carrying out rehabilitation work; It does not have enough psychometric tests and the beneficiaries have not been given a psychiatric diagnosis; the psychologist assesses the beneficiaries based on his/ her judgment; several children with serious forms of behavioral disorder are not given medicine-based treatment at all; According to the psychologist, s/he restrains some of the beneficiaries physically at the time of psychomotor agitation, which is not included in his/her functions. During the visit to the Kutaisi Public School No. 45, the group noticed that one of the main problems in the institution is that the employees find it difficult to communicate with beneficiaries, because they have not been taught the sign language. The psychologist only assesses a concrete psychical function on the basis of a teacher’s referral to a problem, though she was not able to name the methodology she used; She was also unable to present documented materials. The Chiatura Public School No. 12 does not employ a psychologist. WORK OF THE IDISCIPLINARY TEAMS During the monitoring of the specialized schools, the monitoring group received information about shortcomings of the work of the multidisciplinary teams of the Ministry of Education and Science. According to the information provided by the Ministry of Education and Science, the activity of the multidisciplinary teams is regulated in the framework of the “Sub-program of Funding of the Multidisciplinary Team” of the “Program for Supporting Inclusive Education” approved by the Minister of Education and Science of Georgia. It should be noted that the abovementioned regulating document does not contain concrete details of the activity of the multidisciplinary teams; However, this activity is described in general terms in the aforementioned letter of the Ministry of Education and Science, which is not a legal document. Accordingly, we can assume that the legal regulation of the activity of the aforementioned teams is not formulated in any legal document. The letter sent by the Ministry describes the procedure of enrolling children with special educational needs (who are mostly persons with disabilities) in specialized schools on the basis of the assessment of a multidisciplinary team; This 134 Letter No. 990 of the Ministry of Education and Science of Georgia of August 10, 2012 NPM Report 2012 According to the letter sent by the Ministry of Education and Science134, the Ministry of Education and Science of Georgia, together with the Ministry of Education and Research of Norway, has been implementing the “Development of inclusive education in the public schools of 10 municipalities of Georgia” project, since 2009. It was in the framework of the aforementioned project that the multidisciplinary teams were created; The teams assess pupils and help parents choose an educational space appropriate for the child.