Ensuring Ensuring Inclusion Inclusion

Defining concepts and Defining concepts and Identifying IndicatorsIdentifying Indicators

The Right to EducationThe Right to Education

Convention on the Rights of the ChildConvention on the Rights of the Child Article 28Article 28

1. States Parties recognize the right of the child 1. States Parties recognize the right of the child to education… and on the basis of equal to education… and on the basis of equal opportunityopportunity

Article 23Article 23 3. Recognizing the special needs of a disabled 3. Recognizing the special needs of a disabled

child, assistance shall be designed to ensure that child, assistance shall be designed to ensure that the disabled child has effective access to and the disabled child has effective access to and receives education… preparation for receives education… preparation for employment…conducive…to achieving the fullest employment…conducive…to achieving the fullest possible social integration and individual possible social integration and individual development…development…

DefinitionsDefinitions

No satisfactory, workable definition No satisfactory, workable definition of disability applicable to all of disability applicable to all situation and inclusive of all situation and inclusive of all variables exists variables exists

Available statistics are not sufficient Available statistics are not sufficient Indicators are theoretical and do not Indicators are theoretical and do not

relate to a socially operational and relate to a socially operational and universal understanding of disabilityuniversal understanding of disability

Defining DisabilityDefining Disability

Definition of disability for statistical Definition of disability for statistical purposes should take into account:purposes should take into account: Disability is a Disability is a conditioncondition not a not a

description of the childdescription of the child Disability implies the existence of an Disability implies the existence of an

impairmentimpairment or or limitationslimitations restricting restricting activity activity and and participationparticipation reducing reducing functionfunction

Defining disabilityDefining disability

Disability as “Disability as “handicaphandicap”” When social, economic, environmental and When social, economic, environmental and

cultural circumstances place persons with cultural circumstances place persons with impairment or disability at a disadvantage impairment or disability at a disadvantage compared to otherscompared to others

Defining disability from a medical Defining disability from a medical perspectiveperspective does not address environmental and social factorsdoes not address environmental and social factors places the emphasis on the individualplaces the emphasis on the individual does not address the relationship between the does not address the relationship between the

individual and the environmentindividual and the environment

DefinitionDefinition

Disability involves a dysfunction Disability involves a dysfunction at one or more of these levels:at one or more of these levels: impairments impairments activity limitationsactivity limitations participation restrictionsparticipation restrictions

All of which should take into All of which should take into consideration issues of “access”, consideration issues of “access”, “inclusion”, “needs”, “services”“inclusion”, “needs”, “services”

Disability and EducationDisability and Education

It is important to note:It is important to note: the type of impairmentthe type of impairment the definition of the impairmentthe definition of the impairment criteria governing the impairment criteria governing the impairment

equally important is the extent to equally important is the extent to which:which: Impairment and environment are a Impairment and environment are a

barrier to learningbarrier to learning

EducationEducation

And the kinds of indicators And the kinds of indicators required to achieve:required to achieve:AccessAccessMeet learning goalsMeet learning goalsEnsure inclusion and full Ensure inclusion and full

participationparticipation

Identifying indicatorsIdentifying indicators

Indicators should be: Indicators should be: Qualitative & quantitativeQualitative & quantitative Simple & complexSimple & complex Clear, relevantClear, relevant Lend themselves to interpretation Lend themselves to interpretation Easy to calculate from reliable, timely Easy to calculate from reliable, timely

datadata Able to measure change over timeAble to measure change over time

Education Indicators Education Indicators relating to the Standard relating to the Standard

RulesRules

The office of the UN Special The office of the UN Special Rapporteur has devised the Rapporteur has devised the following questions to gather following questions to gather indicators on education inclusion indicators on education inclusion for persons with disabilities:for persons with disabilities:

Question on Rule 6Question on Rule 6 What actions has your government What actions has your government

taken to ensure the education of taken to ensure the education of persons with disabilities in integrated persons with disabilities in integrated settings?settings?

( ) Adopting policies( ) Adopting policies( ) Passing legislation ( ) Passing legislation ( ) Adopting programmes( ) Adopting programmes( ) Allocating financial resources( ) Allocating financial resources( ) Modifying and adapting schools to the needs of ( ) Modifying and adapting schools to the needs of

children with disabilitieschildren with disabilities( ) Training teachers & school administrators( ) Training teachers & school administrators( ) Providing accessible schools, classrooms & ( ) Providing accessible schools, classrooms &

educational materialseducational materials( ) Involving organizations of persons with ( ) Involving organizations of persons with

disabilities in planning & implementingdisabilities in planning & implementing

Rule 6Rule 6 In your country, is education available In your country, is education available

to:to: ( )( ) Children with disabilities Children with disabilities ( )( ) Women with disabilitiesWomen with disabilities( )( ) Low-income, working class and poor persons with Low-income, working class and poor persons with

disabilities disabilities ( )( ) Disabled persons from all ethnic groupsDisabled persons from all ethnic groups( )( ) Disabled persons from all religious groupsDisabled persons from all religious groups( )( ) Disabled persons in all communities (urban, rural, Disabled persons in all communities (urban, rural,

agricultural, tribal, indigenous, migrant, refugee, illegal agricultural, tribal, indigenous, migrant, refugee, illegal aliens)aliens)

( )( ) All types of disabilities (including psycho-social & All types of disabilities (including psycho-social & developmental disabilities)developmental disabilities)

Rule 6Rule 6

In your country, does education for In your country, does education for persons with disabilities include the use ofpersons with disabilities include the use of

( ) Sign language interpreters( ) Sign language interpreters

( ) Educational materials in Braille( ) Educational materials in Braille

( ) Lessons on tape( ) Lessons on tape

( ) Educational materials & teaching methods ( ) Educational materials & teaching methods appropriate to children with intellectual appropriate to children with intellectual disabilitiesdisabilities

( ) Programmes for children whose needs cannot ( ) Programmes for children whose needs cannot be met in integrated settingsbe met in integrated settings

Rule 6Rule 6

Other than educational authorities, are Other than educational authorities, are the following groups involved in the the following groups involved in the educational process for children & educational process for children & adults with disabilities?adults with disabilities?

( )( ) Parents of children with disabilitiesParents of children with disabilities

( )( ) Organizations of persons with Organizations of persons with disabilities disabilities

( )( ) NGOs dealing with childrenNGOs dealing with children

( )( ) The community The community

Methods of Methods of identification:identification:

Children with disabilities:Children with disabilities: Instituting a Child Find PolicyInstituting a Child Find PolicyTo ensure that To ensure that all childrenall children, regardless of the , regardless of the

severity of their disability, and who need severity of their disability, and who need special education and related services are special education and related services are identified, locatedidentified, located, and , and evaluatedevaluated. This . This applies to children in applies to children in privateprivate, , publicpublic, , religiousreligious schools, schools, mobile childrenmobile children (i.e. (i.e. migrant, homeless, nomadic, rural, street migrant, homeless, nomadic, rural, street children, working children), and children, working children), and childrenchildren suspectedsuspected of having a disabilityof having a disability and are in and are in need of special education need of special education

Identification: Child Find Identification: Child Find MethodMethod

Child Find should also include Child Find should also include practical methodpractical method of determining of determining whetherwhether children are currently children are currently receiving needed special receiving needed special education and related services, education and related services, and and what typeswhat types of special of special education and related services education and related services neededneeded

EvaluationEvaluation A full and individual evaluation A full and individual evaluation

of the child’s educational needs of the child’s educational needs must be conducted by qualified must be conducted by qualified professionals to determine:professionals to determine:

Whether the child has a disability Whether the child has a disability The present levels of performance and The present levels of performance and

educational needs educational needs Whether the child needs special Whether the child needs special

education and related services education and related services Whether additions or modifications are Whether additions or modifications are

needed to enable the child to meet the needed to enable the child to meet the measurable educational goals measurable educational goals

AssessmentAssessment

The child must be assessed in all The child must be assessed in all areas related to the suspected areas related to the suspected disabilitydisability no single criterionno single criterion can be used to can be used to

determine whether the child has a determine whether the child has a disability disability

Tests must be “Tests must be “accessibleaccessible”, ”, relevantrelevant, , standardizedstandardized, , non-discriminatorynon-discriminatory and and used to gather a variety of used to gather a variety of developmentaldevelopmental and and functionalfunctional information information

Disability Types Disability Types Types of ImpairmentsTypes of Impairments

AutismAutism Blindness Blindness DeafnessDeafness Deafness-BlindnessDeafness-Blindness Emotional Disturbance Emotional Disturbance Hearing Impairment Hearing Impairment Learning DisabilitiesLearning Disabilities Mental retardation Mental retardation Orthopedic Impairment Orthopedic Impairment Speech and Language ImpairmentSpeech and Language Impairment Traumatic Brain InjuryTraumatic Brain Injury Visual ImpairmentVisual Impairment

Criteria Criteria

Criteria for each type of disability is Criteria for each type of disability is needed to help identify the presence and needed to help identify the presence and degree of the disability and determine the degree of the disability and determine the best responses and the special best responses and the special educational needs.educational needs.

What type of disabilityWhat type of disability What are the criteria that identify the What are the criteria that identify the

disabilitydisability What the needs of the child who has that What the needs of the child who has that

disability disability

UniversalityUniversality

Global consensus is that education Global consensus is that education for somefor some is no longer acceptable in is no longer acceptable in any country & in any systemany country & in any system

The universal right is recognized in international & regional instruments

Yet children and people with disabilities remain excluded from education, even in some industrialized countries

EFA FrameworksEFA Frameworks

EFA Frameworks for Asia-Pacific, for EFA Frameworks for Asia-Pacific, for Africa, for Sub-Sahara, for the Arab Africa, for Sub-Sahara, for the Arab region all included disability as an region all included disability as an indicator for assessing EFA targets indicator for assessing EFA targets

But there are still no universal But there are still no universal indicators, measures, criteria to assess indicators, measures, criteria to assess and evaluate inclusion, integration and and evaluate inclusion, integration and full participation of children with full participation of children with disabilities in education at all levels disabilities in education at all levels

No child left behindNo child left behind Moving from slogan to Moving from slogan to

implementable reality requires:implementable reality requires: Consensus on definitionsConsensus on definitions Consensus on indicatorsConsensus on indicators Universal instruments of Universal instruments of

measurementmeasurement Universal guidelines for intervention Universal guidelines for intervention

that can be tailored to the realities of that can be tailored to the realities of the community, country, region, as the community, country, region, as well as the family, the educational well as the family, the educational institutioninstitution

No child left behindNo child left behind

Participation, collaboration of Participation, collaboration of governments, international governments, international organizations, educational organizations, educational institutions, educators, DPOs, institutions, educators, DPOs, families of persons with families of persons with disabilities, users and producers of disabilities, users and producers of statistical data and informationstatistical data and information

In the absence of these there In the absence of these there can be no sound policies for can be no sound policies for the full integration of the full integration of persons with disabilities in persons with disabilities in all aspects of lifeall aspects of life