Loading in 2 Seconds...
Loading in 2 Seconds...
Conference on Inclusive Education for Children with Disabilities Challenges & Opportunities for CEECIS MOSCOW - September 27-29, 2011. THE CONVENTION ON THE RIGHTS OF THE CHILD Guiding principles: general requirements for all rights.
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Conference on Inclusive Education for Children with Disabilities Challenges & Opportunities for CEECISMOSCOW - September 27-29, 2011
Guiding principles: general requirements for all rights
“UNICEF is committed to ensuring special protection for the most disadvantaged children - victims of war, disasters, extreme poverty, all forms of violence and exploitation and those with disabilities.”
International human rights law and standards, including the CRC, the CEDAW and, in particular, the Convention on the Rights of Persons with Disabilities (CRPD), guide our work on disability in accordance with our mission and mandate, across all disabilities.
CRC, together with CRPD and CEDAW:
- UNICEF foundation to uphold the civil, cultural, economic, political, and social rights of all girls, boys and women in the world, including those with disabilities.
Article 1 - Purpose
To promote, protect and ensure the full and equal enjoyment of all human rights and fundamental freedoms by all persons with disabilities, and to promote respect for their inherent dignity.
Persons with disabilities include those who have long-term physical, mental, intellectual or sensory impairments which in interaction with various barriers may hinder their full and effective participation in society on an equal basis with others.
Out of 22 countries in the Central and Eastern Europe and the CIS region, 18 have signed the CRPD but only 12 have ratified it.
The CRPD institutes:
PERSON(S) WITH DISABILITIES
He cannot vote because he is disabled.
He cannot vote because the stairs prevent him from reaching the ballot box.
From MEDICAL to SOCIAL model
1+1= minus 2
Gender + disability
Minorities + disability
Indigenous + disability
Race + disability
Refugees + disability
Orphans + disability
Poverty + disability
and other associations, including all of the above
INVISIBILITY – STIGMA - EXCLUSION
most excluded are the ones with multiple factors combined
Interaction between persons with different levels of functioning and an environment that does not take those differences into consideration.
Disability= Functional limitation x Environment
FL 1 x E 0 => 0 Disability
FL 5 x E 0 => 0 Disability
FL 1 x E 1 = 1 Disability
FL 5 x E 5 = 25 Disability
FL: FUNCTIONAL LIMITATION
Beyond the typical areas of impairments (physical, sensory, intellectual and mental), people in general face ‘disabling’ conditions in a society that is unprepared for diversity.
WHO/WB estimate approximately 15 percent of world’s population has a disability. This translates into overa billion people, at least 200 million being children with disabilities (CWD), 80% of them living in developing countries.
Estimated 40 million of 115 million out-of-school children have disabilities.
UNESCO: 90% of children with disabilities in developing countries do not attend school; therefore they are absent in school data-sets, and invisible on national policy agenda.
Estimated 30% of world’s children who live on the street are children with disabilities.
- Societal perceptions leading to stigma and discrimination;
- Families being discriminated against;
- Institutions were established to “solve situations” that society as a whole had difficulty dealing with;
- Specialists should be in charge of these “difficult issues” and provide all services;
- Family and society were not involved or accountable for;
- “Complicity” among all sectors of society and government;
- Lack of information – lack of interaction;
- Exclusion and invisibility.
- Most causes of disability are related to social and economic development issues;
- Establishment of separate systems to address societal issues is not the solution;
- We need to bring the issues back to society to deal with;
- To construct a society for all, everybody is needed.
Requires States to invest in persons with disabilities;
Emphasizes the importance of mainstreaming disability issues as an integral part of relevant strategies for sustainable development;
Recognizes that the full participation of persons with disabilities will result in significant advances in human, social, and economic development of society and the eradication of poverty;
Contributes to greater social equity, inclusion, and cohesion;
- Investment in better data;
- Make the development case for inclusion both with governments and with donors;
It can be done!!!!
- Involve families and organizations of people with disabilities to generate country-based demand;
- Stay actively involved in developing policy dialogue, analytical work and projects;
- Forge strategic alliances.
- Most CEECIS countries focus in one way or
another on education of children with disabilities;
- Efforts of education ministries of the region and national stakeholders are supported by international organizations;
- UNICEF and partners are currently carrying out programs for students with special education needs in several countries of the region;
- Valuable efforts to collect reliable data serving as a solid basis for educational planning have been undertaken;
- International community is requesting that UNICEF take global lead on advocacy and implementation of Inclusive Education policies and practices;
Rosangela Berman BielerSenior Adviser on Children with DisabilitiesGender, Rights and Civic Engagement SectionDivision of Policy & PracticeThree United Nations Plaza, Room 452, New York, NY 10017Tel: 212-824-6067 - Fax: 212-735-4420e-mail: email@example.com
web site: www.unicef.org