Contributing to inclusive and quality equitable education for all

1. Contributing to inclusive and quality equitable education for all By including children with intellectual disabilities

2. INCLUSION INTERNATIONAL:WHO ARE WE? • Global federation of people with intellectual disabilities and their families • Advocating worldwide for over 50 years • 200+ member federations in 115 countries • Vision: A world where people with intellectual disabilities and their families can equally participate and be valued • Mission: • Inclusion • Full citizenship • Self-determination • Family support

3. WHAT IS INCLUSIVE EDUCATION? Article 24 of the Convention on the Rights of Persons with Disabilities (UN CRPD): “States Parties shall ensure an inclusive, education system at all levels, and life-long learning”

4. CRPD COMMITTEE GENERAL COMMENT ON ARTICLE 24 • Defines requirements of inclusive system • Identifies barriers • Right described as process of transformation • Distinguishes between segregation, integration and inclusion • Placement without support is not inclusion • Placement cannot be tied to impairment or degree • Recognizes need for teacher preparation • Calls for new assessment measures

5. CRPD COMMITTEE GENERAL COMMENT ON ARTICLE 24 • Reasonable accommodation is non-discrimination • Reasonable accommodation is not subject to progressive realization • Supports must comply with goal of inclusion • One ministry responsible for all students • Resources must be transferred from segregation to inclusion • Families are important

6. WHAT IS INCLUSIVE EDUCATION? A system where: • All children are welcome • Teachers are trained to respond to different learning styles • Teachers present lessons in different ways so that all students can learn • Resources are available to meet the individual needs of students

7. WHY DO WE NEED THECATALYST FOR INCLUSIVE EDUCATION? • ½ of the children out of school in 2017 are children with disabilities • 32.5 million children! • Children with intellectual disabilities are the most excluded, and often experience a “double disadvantage” (e.g. girls with disabilities, refugees with disabilities, indigenous persons with disabilities, etc.) • Children with intellectual disabilities are usually at home, and those that do go to school are usually segregated • Separate schools in high income countries; day programs in low-income countries

8. HUMAN RIGHTS BASIS FOR INCLUSIVE EDUCATION • Convention on the Rights of Persons with Disabilities (CRPD) ratified by 173 countries • CRPD calls for systemic reform • Sustainable Development Goals call for “inclusive and equitable quality education for all” • A focus on Inclusion leads to quality for all

9. WHY DO WE NEED THECATALYST FOR INCLUSIVE EDUCATION? • Inclusive education is the key to a full life in the community • Cannot achieve ”Education for All” without children with intellectual disabilities • The SDG targets have triggered greater use of the concept of inclusion by governments and INGOs, with different meanings • Governments need support to transform to inclusive systems • Linkages between those who produce knowledge (academic setting, community of practice, through personal experience of self-advocates and families) and those who need the knowledge in order to change their practices do not exist • Inclusion International members need tools and support in order to advance inclusive education

10. WHAT DOES THE CATALYST FOR INCLUSIVE EDUCATION DO? • Share knowledge • Mobilize technical expertise of partners to advance inclusive education policy and practice around the globe • Build the leadership and capacity of our members at a local level • Support the development of strategic plans and offer ongoing mentorship

11. WHAT DOES THE CATALYST FOR INCLUSIVE EDUCATION DO? • Provide training materials • Organize study tours • Conduct research • Review policy and legislation • Support litigation • Conduct situational analyses • Help develop plans and strategies • Provide access to development programs • Provide access to human resources and networks  • Provide ongoing mentoring • Provide a standard of materials re: policy and practice of quality inclusive education for all

12. ROLE OF OUR MEMBERS Our national members play the following roles in advancing inclusive education in their countries, and may be supported via Catalyst to provide: • Support to Families • Equipping parents to understand the right to inclusive education, thereby increasing the demand • Strengthen parents skills for individual advocacy • Supporting parent involvement in the school system, etc. • Legislation & Systemic/Public Policy Advocacy • Inclusive Education Implementation • Teacher training • Learning materials • Programs in school and education, etc.

13. HOW DOES THE CATALYST FOR INCLUSIVE EDUCATION FUNCTION?

14. http://inclusion-international.org/catalyst-for-inclusive-educationhttp://inclusion-international.org/catalyst-for-inclusive-education