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INCLUSION AND THE RIGHT TO EDUCATION: ARTICLE 24 OF THE CRPD UN HQ, New York, 2nd September 2010.

INCLUSION AND THE RIGHT TO EDUCATION: ARTICLE 24 OF THE CRPD UN HQ, New York, 2nd September 2010. Ana Peláez Narváez, Vice-Chairperson, CRPD Committee. INCLUSIVE EDUCATION Concept developed from new human rights paradigm Person-centered pedagogy Diversity should be embraced as an

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INCLUSION AND THE RIGHT TO EDUCATION: ARTICLE 24 OF THE CRPD UN HQ, New York, 2nd September 2010.

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  1. INCLUSION AND THE RIGHT TO EDUCATION: ARTICLE 24 OF THE CRPD UN HQ, New York, 2nd September 2010. Ana Peláez Narváez, Vice-Chairperson, CRPD Committee.

  2. INCLUSIVE EDUCATION • Concept developed from new human rights • paradigm • Person-centered pedagogy • Diversity should be embraced as an • opportunity to enrich learning for all • Measures to combat discriminatory attitudes

  3. Inclusion Education Inclusive education General principles of the CRPD (Article 3)

  4. APPLYING THE EIGHT CRPD GENERAL PRINCIPLES (Article 3)

  5. ARTICLE 3 (A) • Respect for inherent dignity, individual autonomy • including the freedom to make one’s own choices, and • independence of persons • Ensure students with disabilities are free to select the education processes they wish to access and respect their choice • Deliver the necessary reasonable accommodation

  6. ARTICLE 3 (B) • Non-discrimination • Establish the CRPD as the guiding principle and key reference instrument for legislation, policies and public authority practises and decision-making • Review current legislation to ensure proper accommodation to the concept of inclusive education, as set out in the CRPD

  7. ARTICLE 3 (C) • Full and effective participation and inclusion in society • Gradual inclusion of special education schools into the inclusive education model • Special education schools should become resource and support centres to deliver successful education for students with disabilities in mainstream settings • Ensure the principle of normal access to the mainstream education system for students with disabilities, without discrimination or segregation on the grounds of disability

  8. ARTICLE 3 (D) • Respect for difference and acceptance of persons • with disabilities as part of human diversity and • Humanity • Ensure teachers and other teaching staff are given suitable training to address the needs of students with disabilities • Schools and education centres to put in place a diversity policy which forms part of their quality indicators and promotes the principle of equality • Suitable recognition for sign language and regulation of support for those who use alternative and augmentative communication methods

  9. ARTICLE 3 (E) Equality of opportunity - Grants and other economic support to be made available on equal terms to students with disabilities, regardless of type or degree of disability

  10. ARTICLE 3 (F) • Accessibility • Include the principles of universal accessibility and design for all in teaching, learning and assessment processes • Include the principles of universal accessibility and design for all in teaching materials and new technologies • Include the principles of universal accessibility and design for all in teacher training • Include the principles of universal accessibility and design for all in university degrees • Adapt new technologies to incorporate the principles of universal accessibility and design for all to deliver equal access to information, communication and knowledge to students with disabilities

  11. ARTICLE 3 (G) Equality between men and women - Take into account the differences in access, continuance and evolution in education of girls and women with disabilities with respect to their non-disabled peers

  12. ARTICLE 3 (H) • Respect for the evolving capacities of children with • disabilities and respect for the right of children with • disabilities to preserve their identities • Early detection of specific support needs to ensure each student with disabilities receives the support he/she requires as early as possible • Adequate co-ordination among teaching staff and support staff to enable a smooth transition between different stages of the education process

  13. MEASURES TO ACHIEVE INCLUSIVE EDUCATION

  14. LEGISLATIVE MEASURES • POLITICAL MEASURES • ECONOMIC MEASURES

  15. LEGISLATION • Recognise inclusive education as a lifelong right • Identify minimum standards in relation to the right to education: • - Accesibility (built environment, communication, information, tecnology, social, economic) • - Early detection and intervention • - Promote common curriculum development • - Education on human rights • - Training of teachers and school administrators • - Individual support • - Linking all areas of education reform to ensure consistency • Identify minimum standards in relation to the underlying determinants of the right to education: • - Participation of persons with disabilities, families, • civil society and community

  16. POLICIES • Ensure a transition plan is in place • Identify duty-bearers and their responsabilities • Establish participatory mechanisms • Establish monitoring and evaluation mechanisms

  17. ECONOMIC • Identification and delivery of resources: • - Allocation of adequate and sustainable resources • - International support where there is a lack of resources • or know-how

  18. MAIN OBSTACLES TO SECURING INCLUSIVE EDUCATION

  19. SOCIETAL OBSTACLES • OBSTACLES IN EDUCATION POLICIES • OBSTACLES IN SCHOOLS AND OTHER EDUCATION CENTRES

  20. SOCIETAL OBSTACLES • Existing negative attitudes and values regarding persons with disabilities • Girls and women with disabilities underestimated • Lack of knowledge and recognition regarding disability diversity

  21. OBSTACLES IN EDUCATION POLICIES • True political will lacking • Wide gap between legislative framework and available resources • Resource constraints • Inadequate attention to the education needs of students with disabilities in mainstream systems • Lack of positive action measures aimed at groups at risk of exclusion • Policies fail to reach rural areas • Policy inconsistency in decentralised states

  22. OBSTACLES IN SCHOOLS AND OTHER • EDUCATION CENTRES • Educators possess inadequate skills • Inaccessibility • Lack of reasonable accommmodation • Extremely limited and inadequate resources

  23. HOW THE UN SYSTEM CAN FACILITATE THE PROPER IMPLEMENTATION OF ARTICLE 24

  24. FACILITATING THE PROPER IMPLEMENTATION OF ARTICLE 24 • Ensure States Parties receive UN support to develop inclusive education policies • Include the issue of inclusive education in UN and UN-members’ international co-operation strategies • Secure special funding to favour transition from special to inclusive education • Establish inclusive education and lifelong learning for girls and women with disabilities as one of the UN priorities in gender equality policies.

  25. THANK YOU FOR YOUR ATTENTION

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