inclusive education and systemic reform

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



• Inclusive, quality and free primary education and secondary education on an equal basis with others in the communities in which they live


• Repeal of legislation with category of ‘uneducable’

• Early identification & assessment

• Mechanisms to monitor birth registration, school registration and completion

• Data disaggregated by disability



• Reasonable accommodation


• Guideline for ‘reasonable accommodation’

• Buildings & materials accessible

• Accessible transport• “Universal design” guides

educational provision, including curriculum & instructional/teaching models



• Support required, within the general education system


• Pre-service & in-service teacher training

• Adaptation of teacher training

• Accessible national curriculum

• Testing & evaluation ensure accommodation

• “Human rights” principles in school curriculum



• Individualized support measures


• 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


• Family members should receive the necessary protection and assistance


• 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


• Full and effective participation and inclusion in society


• 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


• Prohibit all discrimination on the basis of disability and guarantee to persons with disabilities equal and effective legal protection against discrimination on all grounds


• 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


• Human rights and fundamental freedoms for children


• Right to education on an equal basis with other children

CRPD Benchmarks Indicators for EFA Article 8: Awareness-raising


• Raise awareness throughout society, including at the family level, &foster respect

• Combat stereotypes• Promote awareness of the

capabilities & contributions


• Initiate & maintain public awareness campaigns

• Fostering respect• Encourage media• Incorporating disability-

positive curricula into education systems.

CRPD Benchmarks Indicators for EFA Article 9: Accessibility


• Identification and elimination of obstacles and barriers to accessibility of buildings, roads, transportation, schools, housing, medical facilities and workplaces


• 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


• Children with disabilities have equal rights with respect to family life which require early & comprehensive information, services & support to children &their families


• 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


• Enable persons with disabilities to have effective access to general technical and vocational guidance programmes, placement services and vocational and continuing training


• Included in relevant vocational & technical programmes & continuing education.

CRPD Benchmarks Indicators for EFA Article 30: Culture, Recreation, Leisure, Sport


Participation in cultural life, recreation, leisure and sport


• 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


• International cooperation includes appropriate and effective measures among States & in partnership with international & regional organizations & civil society


• 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


• International cooperation includes appropriate and effective measures among States & in partnership with international & regional organizations & civil society


• 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

http://www.inclusion-international.org/