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Inclusive Education

Inclusive Education. 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?

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Inclusive Education

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  1. Inclusive Education

  2. 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?

  3. 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)

  4. Reality for the world’s children • Extreme poverty • Harsh environment - physical, social, economic & political • Cultural beliefs and traditions about disability

  5. The main obstacles to IE • Stereotyping and discrimination • Lack of understanding • Lack of skills • Limited resources • Inappropriate organisation

  6. 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 2 Universal Primary Education by 2015 2006 UN Convention on Rights of Disabled people 2006 (Education Article 24) Global education context

  7. 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

  8. Inclusive Education: definitions • 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

  9. 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)

  10. Moving forward towards inclusive education… Separate education systems Children changing to fit the system An inclusive system

  11. 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

  12. 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 Children and family LEVEL

  13. 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 FAMILY AND COMMUNITYLEVEL

  14. SCHOOL LEVEL • Making schools physically accessible • Adapting teaching and learning resources

  15. 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 WORKING WITH TEACHERS

  16. 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

  17. Learning from positive examples of Inclusive Education

  18. What does inclusion look like…?

  19. Working together towards an Inclusive Education for All!

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