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TeachWISE: Inclusive Education for Lifelong Learning

This project aims to promote inclusive education based on the principles of the Universal Declaration of Human Rights and the Rights of the Child. It builds on the history of inclusive thinking and emphasizes the importance of providing education to every child. The project follows the guidelines set by the Salamanca Statement and Framework for Action, ensuring that every child has equal opportunities to learn and develop their abilities. Through this program, we strive to create an inclusive society that respects and values the diversity of its members.

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TeachWISE: Inclusive Education for Lifelong Learning

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  1. Project: TEACHWISE Lifelong Learning ProgrammeErasmus Application Form 2009 for Intensive Programmes (IP)Latvia KHLim/October 2009

  2. Inclusive thinkingWhy? KHLim/October 2009

  3. Short history of inclusive thinkingin function of education and care KHLim/October 2009

  4. Main points inclusive education: • 1. medical model social model • 2. Every child is entitled to education to its own surroundings. KHLim/October 2009

  5. Educational methods should be based on: • The universalDeclaration of the HumanRights (1948) • On December 10, 1948 the General Assembly of the United Nations adopted and proclaimed the Universal Declaration of Human Rights • 60th Anniversary of the Universal Declaration of Human Rights (2008) • Declaration of the Rights of the Child(1989); • Agreementswith the Europeanunion (1989); • The Declaration of Salamanca (1994) KHLim/October 2009

  6. In other words: • Inclusion/including education is an important international topic! KHLim/October 2009

  7. The universal Declaration of the Human Rights(1948); • On December 10, 1948 the General Assembly of the United Nations adopted and proclaimed the Universal Declaration of Human Rights Article 26 • Everyone has the right to education, education will be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available. Higher education shall be accessible to all on the basis of merit. • Education shall be directed to the full development of human personality and to strengthening respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace. • Parents have the prior right to use the kind of education to choose what their children will be given. KHLim/October 2009

  8. Declaration of the Rights of the Child • [Proclaimed by General Assembly Resolution 1386(XIV) of 20 November 1959. • This was the basis of the basis of the Convention of the Rights of the Child adopted by the UN General Assembly 30 years later on 20 November 1989. • The Convention on the Rights of the Child was entered into force on 2 September 1990. ] KHLim/October 2009

  9. Declaration of Rights of Children 1959Principle 7 • The child is entitled to receive education, which shall be free and compulsory, at least in the elementary stages. He shall be given an education which will promote his general culture and enable him, on a basis of equal opportunity, to develop his abillities, his individual judgement, and his sense of moral and social responsibillity, and to become a useful member of society. KHLim/October 2009

  10. ….. The best interests of the child shall be the guiding principle of those responsible for his education and guidance; that responsibillity lies in the first place with his parents KHLim/October 2009

  11. ….. The child shall have full opportunity for play and recreation, which should be directed to the same purposes as education; society and the public authorities shall endeavour to promote the enjoyment of this right. KHLim/October 2009

  12. Convention on the Rights of Children 1989Article 28 • 1. States Parties recognize the right of the child to education and with a view to achieving this right progressively and on the basis of equal opportunity, they shall, in particular: • (a) Make primary education compulsory and available free to all; • (b) Encourage the development of different forms of secondary education, including general and vocational education, make them available and accessible to every child, and take appropriate measures such as the introduction of free education and offering financial assistance in case of need; • (c) Make higher education accessible to all on the basis of capacity by every appropriate means; • (d) Make educational and vocational information and guidance available and accessible to all children; • (e) Take measures to encourage regular attendance at schools and the reduction of drop-out rates. KHLim/October 2009

  13. The Salamanca statement and frameworkforactionon special needseducation Adoptedby the • WORLD CONFERENCE ON SPECIAL NEEDS EDUCATION: ACCESS AND QUALITY Salamanca, Spain, 7-10 June 1994 KHLim/October 2009

  14. "Flagship”: (adopted by the UNESCO) • The Right to Education for Persons with Disabilities • Based on • Universal Declaration of Human Rights (1946) • Declaration of the Rights of the Child (1989) KHLim/October 2009

  15. What is “Statement” of Salamanca” ? • The conference adopted the Salamanca Statement on Principles, Policy and Practice in Special Needs Education and a Framework for Action. KHLim/October 2009

  16. Every child .. has a fundamental right to education, and must be given the opportunity to achieve and maintain an acceptable level of learning KHLim/October 2009

  17. Every child … has unique qualities, interests, possibilities and learning needs; KHLim/October 2009

  18. School All children with special educational needs should be admitted in normal schools that create a child friendly climate which is able to fulfill their needs. KHLim/October 2009

  19. Regular schools with this inclusive orientation are the most effective means of … • suppressing discrimination, • creating an open community • contributing to an inclusive society • achieving education for everybody. KHLim/October 2009

  20. Moreover • .. Inclusive education is based on a philosophy that accepts that children have strong and weak points. (Talents) • Schools have to be able to provide adequate and suitable education • NOT: an adapted version of their regular program KHLim/October 2009

  21. The declarationdemands .. …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 …acceptance of the principle of inclusive education, legal or managerial, so that all students can be accepted in normal schools unless there are special cases KHLim/October 2009

  22. The declarationdemands …participatory methods to plan, monitor and evaluate …educational provisions for children with special needs KHLim/October 2009

  23. The declarationdemands …enhancement of participation of parents, communities and organisations of handicaped people concerning managerial processes for special educational needs KHLim/October 2009

  24. The declarationdemands …more efforts for early detection and intervention KHLim/October 2009

  25. The declaration • Has to ensurethatcoursesforteachers containinclusive thinking 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. KHLim/October 2009

  26. This Framework for Action comprises the following sections: • New thinking in special needs education • Guidelines for action at the national level • A. Policy and organization • B. School factors • C. Recruitment and training of educational personnel • D. External support services • E. Priority areas • F. Community perspectives • G. Resource requirements • Guidelines for action at the regional and international level. KHLim/October 2009

  27. Conclusion: • Discussinginclusive teaching is talkingabout changes • Discussinginclusive teaching is talkingabout humanvalues • Discussinginclusive teaching covers worldconcepts and emancipation KHLim/October 2009

  28. Convention on the Rights of Persons with Disabilities • 24 January 2007 • Article 24 / education KHLim/October 2009

  29. Child Learningprocess Participation Parents Teachers Support Classmate Team Transition Elements for good inclusion KHLim/October 2009

  30. Including = • To be part of the group • To feel save • To be part of the unit KHLim/October 2009

  31. When we think about “good education” • We accept all the people • We have a positive mind • All people have the same rights KHLim/October 2009

  32. We have a new student in our class, his intelligence is a little higher, but I want you to react normally KHLim/October 2009

  33. All children • Are equal • Are part of the group • Have the same educational rights • The right to play, to live and to study together • The right to individuality KHLim/October 2009

  34. Education • always means loving children KHLim/October 2009

  35. Inclusive thinking ..is touching a special chord KHLim/October 2009

  36. What have we seen?Where are we going to? • This is what we are going for … KHLim/October 2009

  37. References • http://www.oudersvoorinclusie.be • http://www.unesco.org/education/pdf/SALAMA_E.PDF • http://www.unesco.org/en/right-to-education/ • http://inclusion.com/artsalamanca.html • http://www.inclusiezeeland.nl/infoinclschool.html • http://www.indexvoorinclusie.nl/ • http://www.european-agency.org/country-information/ • http://www.parentsforinclusion.org/ • http://www.un.org/disabilities/ • http://www.inclusiefonderwijs.nl/ • http://www.gripvzw.be/cartoons/ • http://www.european-agency.org/ • Signaal juli-augustus september 2008, het is gewoon een kind (K.Mortier, G. Van Hove, E. De Schauwer, I. Van de Putte, G. Loots • Unicef, verdrag inzake rechten van het kind • The Salamanca Statement and Framework for Action on Special Needs Education, UNESCO, Special Education Programme, 7, Place de Fontenoy 75352, Paris 07-SP KHLim/October 2009

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