1. C ONFERENCE O N I NCLUSIVE E DUCATION F OR C HILDREN WITH D ISABILITIES 27-29 September, 2011 Gerison Lansdown

2. 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. 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. 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. Segregation children are classified according to their impairment allocated a school designed to respond to that particular impairment Integration children with disabilities are placed in the mainstream system often in special classes only able to remain as long as they can accommodate the schools demands and fit in with its environment Inclusion recognition of need to transform the cultures, policies and practices in school to accommodate the differing needs of individual students an obligation to remove the barriers that impede that possibility

6. 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. CRC Article 2 – non discrimination Article 28 – right to education on the basis of equality of opportunity Article 29 – education to fulfil optimal potential CRPD Articles 3,4, 5 and 7 – obligations on States to take all measures to protect from discrimination on grounds of disability Article 24 – the right to inclusive education at all levels, and to be provided with all necessary supports and reasonable accommodations

8. 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 Respect for rights within educatio n Right to access education Right to quality education

9. Political will and good governance Effective government structures Financing Overarching commitments Guaranteeing protection from discrimination De-institutionalisation Policies Strengthening information systems Learning from what works Partnerships and participation Capacity building Processes

10. 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. Early childhood care and education services Ensuring accessibility and availability of inclusive education Removing barriers to inclusive education Creating inclusive learning environments Working with parents

12. 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. Positive learning environments Investment in support for teachers Rights based and inclusive assessment A child friendly, safe and healthy environment

14. 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 childs 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. Recognition of childrens identity, culture and language Opportunities for children to express views and be taken seriously : In individual decisions affecting them Through participatory pedagogy Through democratic environments in school By informing education policies and legislation Respect to physical and personal integrity: Creating safe environments Tackling bullying Promoting non-violent conflict resolution Involving children as partners in addressing violence

16. 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