Children with disabilities: A rights-based approach to inclusive education in CEECIS

1. Children with disabilities: A rights-based approach to inclusive education in CEECIS Conference On Inclusive Education For Children with Disabilities 27-29 September, 2011 Gerison Lansdown

2. The historical context • History of exclusion and institutionalisation • Lack of common definitions of disability and therefore inadequate data on prevalence • High levels of stigma and discrimination • Rigid medicalised systems of assessment and labelling • Limited access to education

3. Emerging situation • All countries have ratified the CRC • All have signed and a number ratified the CRPD • Growing recognition of the universal right to education and inclusion of children with disabilities • Most countries with initiatives to promote inclusive education

4. However....... • Institutionalisation of very young children with disabilities remains common • The rate of institutionalisation is actually increasing in some countries • Development of alternative family-based provision remains slow • Children with disabilities are still widely excluded from education • Prejudice, stigma and discrimination remain entrenched across all sectors in many countries in the region

5. Moving towards inclusive education

6. Defining inclusion ‘a process of addressing and responding to the diversity of needs of all learners through increasing participation in learning, cultures and communities, and reducing exclusion within and from education. It involves changes and modifications in content, approaches, structures and strategies, with a common vision which covers all children of the appropriate age range and a conviction that it is the responsibility of the state to educate all children’. UNESCO 2005, Guidelines for Inclusion: ensuring access to education for all, Paris

7. The right to education

8. A rights-based approach to inclusive education Specific legislation, policies, processes and supports to introduce and sustain inclusive education The right to education Government wide investment to systems, structures and processes to underpin inclusive education

9. Government wide underpinning

10. The right to access inclusive education • CRC and CRPD emphasise right to education for every child on basis of equality of opportunity • CRPD demands inclusive education at all levels • Children with disabilities must not be excluded from general education on the basis of disability • Reasonable accommodations must be made • Support must be provided

11. Measures needed

12. The right to quality inclusive education • CRC and CRPD emphasise the right to education which: • fulfils development of human potential and dignity – personality, talents, mental and physical abilities • addresses strengthening respect for human rights, fundamental freedoms and human diversity • prepares children for responsible life in free society • Committee on the Rights of the Child stresses importance of child-centred education adapted to the differing needs of different children

13. Measures needed

14. Right to respect for human rights within education • CRC and CRPD emphasise: • The right to respect for language and culture • The right of children to express views and have them taken seriously • The right of children to protection from all forms of violence, including school discipline which is respectful of child’s dignity • Committee on the Rights of the Child affirm that children ‘do not lose their human rights by virtue of passing through the school gates’

15. Measures needed

16. Conclusion • Realising the right to inclusive education can only be achieved by addressing access, quality and respect for rights • Action is needed at every level • Government wide commitment across ministries • Legislation, policies, finance, data collection, capacity building and partnerships • Investment within school towards introducing cultures, policies and practices necessary to create inclusive environments