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Draft Article17 (education)
* This document is a contribution considered as reliable but is not an official document.
The views expressed may not reflect those of the United Nations.
The Salamanca Statement, paras. 2, 3
2 .
We believe and pro claim that :
• every child has a fundamental right to education , and must be given
the opportunity to achieve and maintain an acceptable level of learning,
• every child has unique characteristics, interests, abilities and learning
needs,
• education systems should be designed and educational programmes implemented
to take into account the wide diversity of these characteristics and needs,
• those with special educational needs must have access to regular schools
which should accommodate them within a child centred pedagogy cap able
of meeting these needs,
• regular schools with this inclusive orientation are the most effective
means of combating discriminatory attitudes, creating welcoming communities,
building an inclusive society and achieving education for all; more over,
they provide an effective education to the majority of children and improve
the efficiency and ultimately the cost-effectiveness of the entire education
system.
3 .
We call upon all governments and urge them to:
• give the highest policy and budgetary priority to improve their education
systems to enable them to include all children regardless of individual
differences or difficulties,
• adopt as a matter of law or policy the principle of inclusive education,
enrolling all children in regular schools, unless there are compelling
reasons for doing otherwise,
• develop demonstration projects and encourage exchanges with countries
having experience with inclusive schools,
• establish decentralized and participatory mechanisms for planning, monitoring
and evaluating educational provision for children and adults with special
education needs,
• encourage and facilitate the participation of parents, communities and
organization of persons with disabilities in the planning and decision-making
processes concerning provision for special educational needs,
• invest greater effort in early identification and intervention strategies,
as well as in vocational aspects of inclusive education,
• ensure that, in the context of a systemic change, teacher education
programmes, both pre-service and in-service, address the provision of
special needs education in inclusive
schools.
The Salamanca Framework of Action
The Salamanca Framework of Action is based on the new thinking in special
needs education, which is that schools should accommodate all children
regardless of their physical, intellectual, social, emotional, linguistic
or other conditions. The Framework of Action gives guidelines for action
at the national level based on the principle of inclusion.
Hong Kong Report, Cluster 1: International Norms and Standards,
D. Education
The report discusses the concept of universal design in the context of
education, which should be integrated into educational development plans
to avoid institutionalising people.
The “Salamanca Statement and Framework for Action” is referred to as a
major policy instrument on inclusive education and “schools for all”.
International Norms and Standards Relating to Disability
Part IV, 2.2 Right to education
http://www.un.org/esa/socdev/enable/comp402.htm#2.2
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