Presentation on theme: "Inclusive Education and Systemic Reform Conference on Inclusive Education, Moscow, September 27 2011 Diane Richler."— Presentation transcript:
Inclusive Education and Systemic Reform Conference on Inclusive Education, Moscow, September 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 Countries Most Governments Run Two Systems REGULAR EDUCATION For children WITHOUT disabilities SPECIAL EDUCATION For children WITH disabilities
In Emerging Economies Governments & Donors Fund Regular Education System For students without disabilities Donors Fund NGOs To provide special education in separate schools for students with disabilities
Special and Separate Education 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