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The challenges of an inclusive education system
Education for All, 2015? … where are the marginalised children, amongst whom disabled children are the most forgotten?
Universal Primary Education – free for all by 2015 … but inclusive?
The Fast Track Initiative …on track for disabled children?
Context
77 million children worldwide excluded from education
1/3 of those of those are disabled
Less than 10% disabled children worldwide attend school (UNESCO estimate)
Reality for the world’s children
Extreme poverty
Harsh environment - physical, social, economic & political
Cultural beliefs and traditions about disability
Stereotyping and discriminationLack of understandingLack of skillsLimited resources Inappropriate organisation
The main obstacles to IE
Global education context
1989 UN Convention on the Rights of the Child (art.23, 28 29)
1990 World Declaration on Education For All, Jomtien
1993 UN Standard Rules for the equalisation of opportunities for persons with disabilities
1994 World Conference on Special Needs Education (Access and Quality), Salamanca
2000 World Declaration on Education For All, Dakar
2000 Millennium Development Goal 2Universal Primary Education by 2015
2006 UN Convention on Rights of Disabled people 2006 (Education Article 24)
Education: key messages
Education is both a right in itself and a means of realising other rights
A basic education is necessary to realise civil, political and economic rights
Education is the main method of human, economic and social development, benefiting both the individual and society at the same time
A process that is responsive to the diverse needs of all learners through increase in the participation of learners and through reduction of exclusion from and through education
A dynamic approach to positively respond to the diversity of students and to view their individual differences not as problems but as opportunities to enrich learning
The right to education is at the centre of the notion of Inclusive Education
Inclusive Education: definitions
Inclusive Education: key messages
IE is a process and goal towards Education For All
IE is about changing the school systems
IE is part of a broader goal towards an inclusive society
Source: Sue Stubbs, Where there are few Resources (2002)
Moving forward towards
inclusive education…
Separate education systems
Children changing to fit the system
An inclusive system
LEVELS OF INTERVENTION
Disabled children, who should be offered an equal right to education
Parents, who should be supported to respond to the educational desires and needs of their disabled children
Communities, who should raise awareness of the potential of people with disabilities
Governments, which should develop and apply inclusive education policies
Children and family LEVEL
Promotion of self-advocacy groups for disabled and non-disabled children
Meetings for information and consultation with parents
Identification, consultation and referral of disabled children (Assistive learning devices)
Supporting children to enrol in schools Collaboration with DPOs
FAMILY AND COMMUNITYLEVEL
Collaboration with DPOs Creation of awareness raising teams Production of information and resources Awareness raising activities for the general
public and village leaders Impact assessments
WORKING WITH TEACHERS
• Facilitating teacher training• Forming resource centres on practical inclusive
education in mainstream schools: Pedagogical aspects – individual projects,
differentialised education Collaboration between professionals (sharing
equipment, peer support, problem resolution)• Development of initial teacher training modules• Collecting specialised resources
GOVERNMENT AND AUTHORITY LEVEL• Advocacy• Awareness raising among education executives
(national and local)• Support in creating inclusive education services at
the level of basic education• Support in creating action plans• Support in creating interministerial committees• Management training among those responsible for
school integration• Support in establishing resource banks