CONFERENCE ON INCLUSIVE EDUCATION FOR

CHILDREN WITH DISABILITIES  27-29 September, 2011

Gerison Lansdown

Children with disabilities: A rights-based approach to inclusive

education in CEECIS

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

The historical context

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

Emerging situation

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

However.......

Moving towards inclusive education

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 school’s 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

‘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

Defining inclusion

CR

C • Article 2 – non discrimination

• Article 28 – right to education on the basis of equality of opportunity

• Article 29 – education to fulfil optimal potential

CR

PD • 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

The right to education

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

A rights-based approach to inclusive education

Respect for

rights within educati

on

Right to access

education

Right to quality

education

• 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

Government wide underpinning

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

The right to access inclusive education

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

Measures needed

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

The right to quality inclusive education

Positive learning environm

entsA child friendly, safe and healthy

environment

Measures needed

CRC and CRPD emphasise:The right to respect for language and cultureThe right of children to express views and have

them taken seriouslyThe right of children to protection from all

forms of violence, including school discipline which is respectful of child’s 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’

Right to respect for human rights within education

Measures needed

Recognition of children’s 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

Realising the right to inclusive education can only be achieved by addressing access, quality and respect for rights

Action is needed at every levelGovernment wide commitment across

ministries Legislation, policies, finance, data collection,

capacity building and partnershipsInvestment within school towards introducing

cultures, policies and practices necessary to create inclusive environments

Conclusion