inclusive education and systemic reform
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Conference on Inclusive Education, Moscow, 27 September 2011, Presentation made by Diane RichlerTRANSCRIPT
Inclusive Education and Systemic Reform
Conference on Inclusive Education , Moscow, September 27 2011
Diane Richler
Inclusive Education:A Simple Premise
1. Many children with disabilities are out of school. 2. EFA goals can`t be reached without them.3. There are not enough resources to develop separate
systems. 4. Inclusive education is good education. 5. Inclusion has not progressed because of lack of
accountability. 6. The Convention on the Rights of Persons with Disabilities
provides an accountability framework.
Invisibility of Children with Disabilities
• Not registered at birth nor counted in census data
• Victims of stigma and hidden by families
• Registered for school but never attend
• Responsibility of social ministry not Ministry of Education
• Registered for school but prevented from attending because of other barriers.
Inclusion Means
• Paradigm shift for education systems to include and serve ALL children
• Students with disabilities attend regular schools and classrooms – with their non-disabled siblings and peers – with the supports they require to succeed
Most Education Systems
INCLUDE OR PROVIDE SUPPORTS
Few Systems Do Both
In OECD and Transition CountriesMost Governments Run Two Systems
REGULAR EDUCATION
For children WITHOUTdisabilities
SPECIAL EDUCATION
For children WITHdisabilities
In Emerging Economies
Governments & DonorsFund Regular Education
System
For students without disabilities
Donors FundNGOs
To provide special education in separate schools
for students with disabilities
Special and SeparateEducation Systems
• Primarily provide special and separate schools
• Students usually directed to vocational schools in separate settings
• Many “vocations” no longer relevant
• Negative stereotypes reinforced
• Often separated from family and at risk of abuse
Misconception About Inclusive Education
• Fitting in existing system
Rather than
• Modifying schools and teaching methods to accommodate learning needs and styles of all
Global Commitments to Inclusive Education
• Universal Declaration of Human Rights, 1948
• United Nations Convention on the Rights of the Child, 1989
• World Conference on Education for All, Jomtien,1990
• World Conference on Special Educational Needs, Salamanca, 1994
• Millennium Development Goals, 2000
• G-8, 2002
• Convention on the Rights of Persons with Disabilities , 2006
Education for All and Inclusion
“The key message to emerge is that failure to place inclusive education at the centre of the EFA agenda is holding back progress towards the goals adopted at Dakar.”
GMR 2010, p. 8
BUT ACCOUNTABILITY FOR EFA
IGNORES DISABILITY
BECAUSE THERE IS NO DATA
Placing Inclusive Education at the Centre of the EFA Agenda Means:
• Addressing invisibility of children with disabilities
• Making Ministries of Education responsible for educating ALL children
• Comprehensive universal policies which accommodate needs of particular groups
CRPD Benchmarks Indicators for EFA Article 24: Education
CRPD Inclusion Benchmarks
• Persons with disabilities not excluded from general education system
• Children with disabilities not excluded from free & compulsory primary education, or secondary education
Success Indicators for EFA
• Removal of legislative & policy barriers
• Ministry of Education has mandate for one system;
• Laws recognize right to education in regular system;
• Law & policy for access & supports
• Commitment to resources
CRPD Benchmarks Indicators for EFA Article 24: Education
CRPD Inclusion Benchmarks
• Inclusive, quality and free primary education and secondary education on an equal basis with others in the communities in which they live
Success Indicators for EFA
• Repeal of legislation with category of ‘uneducable’
• Early identification & assessment
• Mechanisms to monitor birth registration, school registration and completion
• Data disaggregated by disability
CRPD Benchmarks Indicators for EFA Article 24: Education
CRPD Inclusion Benchmarks
• Reasonable accommodation
Success Indicators for EFA
• Guideline for ‘reasonable accommodation’
• Buildings & materials accessible
• Accessible transport• “Universal design” guides
educational provision, including curriculum & instructional/teaching models
CRPD Benchmarks Indicators for EFA Article 24: Education
CRPD Inclusion Benchmarks
• Support required, within the general education system
Success Indicators for EFA
• Pre-service & in-service teacher training
• Adaptation of teacher training
• Accessible national curriculum
• Testing & evaluation ensure accommodation
• “Human rights” principles in school curriculum
CRPD Benchmarks Indicators for EFA Article 24: Education
CRPD Inclusion Benchmarks
• Individualized support measures
Success Indicators for EFA
• Accommodation for physical access
• Assistive technology• Individual support from para-
professional or peer;• Sign-language interpretation,
Braille training, & other individualized supports;
• Professional expert collaboration for health, behavior, etc..
CRPD Benchmarks Indicators for EFA Preamble
CRPD Inclusion Benchmarks
• Family members should receive the necessary protection and assistance
Success Indicators for EFA
• Families, family based organizations, & other DPOs consulted and involved in National Education Plans
• Families supported through education, training, and access to services.
CRPD Benchmarks Indicators for EFA Article 3: General Principles
CRPD Inclusion Benchmarks
• Full and effective participation and inclusion in society
Success Indicators for EFA
• EFA goals include measures to ensure access to all education opportunities
• EFA efforts adopt inclusive approach to education of all children
CRPD Benchmarks Indicators for EFA Article 5: Equality and Non-discrimination
CRPD Inclusion Benchmarks
• Prohibit all discrimination on the basis of disability and guarantee to persons with disabilities equal and effective legal protection against discrimination on all grounds
Success Indicators for EFA
• Clear procedures for lodging, investigating, &ruling on complaints
• Legal supports• Independent mechanisms
to investigate & rule on systemic discrimination & exclusion from inclusive education
CRPD Benchmarks Indicators for EFA Article 7: Children
CRPD Inclusion Benchmarks
• Human rights and fundamental freedoms for children
Success Indicators for EFA
• Right to education on an equal basis with other children
CRPD Benchmarks Indicators for EFA Article 8: Awareness-raising
CRPD Inclusion Benchmarks
• Raise awareness throughout society, including at the family level, &foster respect
• Combat stereotypes• Promote awareness of the
capabilities & contributions
Success Indicators for EFA
• Initiate & maintain public awareness campaigns
• Fostering respect• Encourage media• Incorporating disability-
positive curricula into education systems.
CRPD Benchmarks Indicators for EFA Article 9: Accessibility
CRPD Inclusion Benchmarks
• Identification and elimination of obstacles and barriers to accessibility of buildings, roads, transportation, schools, housing, medical facilities and workplaces
Success Indicators for EFA
• National/state-level Education Plans for investments in schools & infrastructure include budgets & planning for accessible transportation to & from ECCE programs & schools, & accessible program and school facilities
CRPD Benchmarks Indicators for EFA Article 23: Respect for Home and Family
CRPD Inclusion Benchmarks
• Children with disabilities have equal rights with respect to family life which require early & comprehensive information, services & support to children &their families
Success Indicators for EFA
• Provisions that ensure children are not removed from family
• Identification and outreach programs for early identification, access to ECCE & primary education, registration of children, support to families to develop high expectations
CRPD Benchmarks Indicators for EFA Article 27: Work and Employment
CRPD Inclusion Benchmarks
• Enable persons with disabilities to have effective access to general technical and vocational guidance programmes, placement services and vocational and continuing training
Success Indicators for EFA
• Included in relevant vocational & technical programmes & continuing education.
CRPD Benchmarks Indicators for EFA Article 30: Culture, Recreation, Leisure, Sport
CRPD Inclusion Benchmarks
Participation in cultural life, recreation, leisure and sport
Success Indicators for EFA
• Access to sports and recreation activities on an equal basis with others, & supports needed to participate
CRPD Benchmarks Indicators for EFA Article 32: International cooperation
CRPD Inclusion Benchmarks
• International cooperation includes appropriate and effective measures among States & in partnership with international & regional organizations & civil society
Success Indicators for EFA
• Inclusive education policies and practice
• Capacity-building• Research & access to
knowledge• Technical & economic
assistance to develop & sustain inclusive education systems
CRPD Benchmarks Indicators for EFA Article 33: Implementation and Monitoring
CRPD Inclusion Benchmarks
• International cooperation includes appropriate and effective measures among States & in partnership with international & regional organizations & civil society
Success Indicators for EFA
• Inclusive education policies and practice
• Capacity-building• Research & access to
knowledge• Technical & economic
assistance to develop & sustain inclusive education systems
www.inclusion-international.org
www.internationaldisabilityalliance.org