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Equal right, Equal opportunity : Education and disability
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On the occasion of the 2014 EFA Global Action Week UNESCO, May 2014
Key messagesKey messagesThe right to education of people with disabilities is fully ensured; the firstcritical step for countries is to sign and ratify the normative instruments, in
i l h U i d N i C i h Ri h f P i hparticular the United Nations Convention on the Rights of Persons withDisabilities (UNCRPD) and the UNESCO Convention against Discriminationin Education. All countries need to ratify and implement theseConventionsConventions.
Today, the number of ratifications of the UNCRPD has reached 143 countries, whichshows the increasing level of awareness and recognition of disabilities as a cross‐cutting development issue.
Education policies are informed by evidence based on regular and reliablecollection and analysis of data on disability, disaggregated by sex andlocation at the minimum All people with disabilities shall be empoweredlocation at the minimum. All people with disabilities shall be empoweredthrough education in a sustained manner to realize their full potential.
Facts and figures on the status of education of persons with disabilities shouldbe widely disseminated and made accessible to all for policy‐making,development monitoring and evaluation of education programmesdevelopment, monitoring and evaluation of education programmes.
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Key messagesKey messagesInternational and national development programmes prioritizeinclusive education and are inclusive of people with disabilities,p p ,as a way to build more inclusive knowledge societies
The principle of full and equal participation of people with disabilitiesmust be included in development plans based on the principles of humanrights, gender equality and respect for cultural and linguistic diversity.
All people with disabilities should be afforded the opportunityp p pp yto acquire knowledge and skills throughout life and beempowered through education in a sustained manner torealize their full potentialrealize their full potential.
To this end, inclusive education policies, strategies and programmes shouldpromote lifelong learning so as to remove the barriers to learning across all
f hild th t d lt
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age‐groups, from children, youth to adults.
Key messagesKey messages
All learners benefit from quality education through the creation of anenabling and inclusive environment, with an inclusive curriculum thataddresses learners’ cognitive, emotional, social and creative development.
Teachers and educators receive appropriate pre‐ and in‐service trainingto acquire the necessary knowledge, and develop the skills and
i h di d f lcompetencies, to meet the diverse needs of learnersTeachings include all learners regardless their abilities as well as application ofinclusive Information and Communication Technologies (ICT).
Parents and community members are fully engaged and empowered to participate in the education of their children with disabilities.
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Key messagesKey messages
Educational resources, including open resources, are sufficientlyavailable, accessible, well‐designed, affordable and adapted in a way toensure that diverse learning needs are being met.
• Technological solutions are adapted and personalized to the nature ofdisabilities and the teaching processes, through the involvement ofl bli d i k h ldrelevant public and private stakeholders.
Capacities of education professionals, information‐/ibrary IT staff and otherproviders of education should be built and supported in applying inclusive ICTs.
The education agenda in the post‐2015 development framework adopts adisability‐inclusive perspective, to realize equity and equality in participation andachievements of people with disabilities in education and beyond.
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Concrete data showing the true scalef d b l ld d l kof disabilities worldwide is lacking
A lack of data is severely constraining the ability of theinternational community to monitor the situation of peopley p pwith disabilities.
There has been insufficient attention to the need to collect data ondisabilities and link them to education outcomes.
The scale of disabilities is often under‐reported:For example, a 2004 census in Sierra Leone reported only 3,300cases of mental impairment, while a detailed national survey theyear before had estimated the real figure to be ten times higher.(GMR 2010)
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An estimated ‘state of the world’ on d b ldisability
However, reliable data are very difficult to obtain. It is estimatedthat 93 million children under age 14, or 5,1% of the world’schildren, were living with a “moderate or severe disability”. Of, g ythese, 13 million, or 0,7% of the world’s children, experience severedisabilities (GMR 2013/14)
Around four out of five children with disabilities are in developingcountries. At all ages, moderate and severe disabilities are higher inl d iddl i t i th i i h t i Thlow‐ and middle‐income countries than in rich countries. They arehighest in sub‐Saharan Africa (GMR 2010)
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Children with disabilities are less likely to l i h lcomplete primary school
According to the World Health Survey, in 14 out of 15 low and middle incomecountries, people of working age with disabilities were about one‐third lesslikely to have completed primary school. (GMR 2013/14)
In Bangladesh, 30% of people with disabilities had completed primary school,compared with 48% of those with no disabilities; the corresponding shareswere 43 % and 57 % in Zambia 56 % and 72 % in Paraguay (GMR 2013 14)were 43 % and 57 % in Zambia, 56 % and 72 % in Paraguay. (GMR 2013‐14)
In Bulgaria and Romania, net enrolment ratios for children aged 7 to 15 wereover 90 % in 2002 but only 58 % for children with disabilities (GMR 2010)over 90 % in 2002 but only 58 % for children with disabilities. (GMR 2010)
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People with disabilities are more likely to be illiterate
In Uganda in 2011, around 60 % of young people with no identified impairment were literate, compared with 47 % of those with physical or hearing impairment and 38 % of those with mental impairments (GMR 2013/2014)
In the United States, an assessment found that those without basic ,literacy skills were more than twice as likely as an average adult to have multiple disabilities (GMR 2012)
In the United Republic of Tanzania, a survey found that the literacy rate for people with a disability was 52 %, compared with 75 % for people without a disability (GMR 2013/14)
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y ( / )
Poverty is both a potential cause and a f di biliconsequence of disability
Those with disabilities are much less likely to be working. Otherfamily members may also be out of work (or school) to care forthem Inadequate treatment along with poor families’ inability tothem. Inadequate treatment, along with poor families inability toinvest sufficiently in health and nutrition, reinforces the problempeople with disabilities face (GMR 2010)
Very few young people in Kenya living with disabilities study beyondprimary level. They face constraints in employment because of theirlow level of education, little or no adaptation of their workplaces,and limited expectations among families and employers(GMR 2012)
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13Source : 2014 Global Action Week ’s Report
Different disabilities create very differentd i l d h lleducation‐related challenges
Impairments that affect the capacity to communicateand interact in ways common in mainstream schoolscan impose particularly high practical and socialobstacles to participation in education.
I I 10% f 6 9 ld i h i k f di bili h dIn Iraq, 10% of 6‐ to 9‐year‐olds with no risk of disability hadnever been to school in 2006, but 19% of those at risk ofhaving a hearing impairment and 51% of those who were athigher risk of mental disability had never been to school(GMR 2013/14)
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Reaching children with disabilities willi i d fi irequire increased financing
Additional resources are needed to provide teachers withspecialized training and children with specially designedlearning materials to realize their potential.
Families may also require additional financial support.One study in Bangladesh found that the parents of children with disabilitiesfaced costs for aids appliances and health care that were three times thefaced costs for aids, appliances and health care that were three times theaverage household budget for raising children (GMR 2010)
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© Credit : Escuela Taller de Integración – Light for the World
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g g
Education policies can counteractl d b d b lmarginalization caused by disabilities
Inclusive curriculum can help break down barriers faced by children withdisabilities in the classroom. However, children with severe disabilitiesmay require highly specialized support.y q g y p pp
In Canberra, Australia, curricula reforms aim to help teachers improve studentattitudes regarding students with disabilities, improve the quality of interactionsbetween students with and without disabilities, and enhance the well‐being andwell‐being and academic achievment of student with disabilities (GMR 2013/14)
In 2003, a Bangladesh NGO, BRAC, established a pre‐school and primaryeducation programme aimed at increasing participation by children withmild special needs. Training teachers, providing equipment, adapting thecurriculum and improving physical access, it had reached 25,000 childrenby 2006. (GMR 2010)
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Education policies can counteractl d b d b lmarginalization caused by disabilities
Inclusive teachers need support to reach children with specialpp pneeds
Some non‐government organizations and governments, includingthose of Uganda and the United Republic of Tanzania, have
d ‘ h ’ h h h blsupported ‘itinerant teaching’ approaches, which enableexperienced specialized teachers to reach a larger group of pupils insatellite schools, and support and train teachers (GMR 2010)
Hiring more teachers with disabilities can reducemarginalization of children in the classroom
bi h b i h d i fMozambique has been running teacher education programmes forvisually‐impaired primary school teachers for more than ten years.Communities have become familiar with their children being taughtby visually‐impaired teachers, resulting in a positive change of
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attitude and helping create a more welcoming environment forteachers and students with disabilities (GMR 2013/2014)
Education policies can counteracti li i d b di bili imarginalization caused by disabilities
Schools should be physically accessible for childrenSchools should be physically accessible for childrenwith disabilities
Many schools, particularly in remote rural areas or in slums, arephysically inaccessible to some children with disabilities. In 2005, justphysically inaccessible to some children with disabilities. In 2005, just18% of India’s schools were accessible to children with disabilities interms of facilities such as ramps, appropriately designed classroomsand toilets, and transport (GMR 2010)
Better monitoring of disabilities is necessary to assess thebest way to address them.
A 2008 S i h U i d R bli f T i id d d il dA 2008 Survey in the United Republic of Tanzania provided a detailedprofile of impairments across the country. It found marked regionaldisparities and a higher incidence of disability in rural areas. (GMR 2010)
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© Credit: Escuela Taller de Integración – Light for the World
UNESCO’S activities: five broad areas
1) Monitoring the implementation of the Right to Education1) Monitoring the implementation of the Right to Education
• Implementation of the Convention and Recommandationdagainst Discrimination in Education.
Results of the Eighth Consultation of Member states (2011‐13)
• The Database on the Right to Education illustrates States’ implementation of the right tod h h l d l l f k d d l leducation, through constitutional and legislative frameworks and educational policies.
UNESCO’S activities(cont’d)UNESCO S activities(cont d)
2) Enhancing the knowledge base and enable dialogue
• Database with promising practices, developed in cooperation withEuropean Agency for Special Needs and Inclusive Education
Inclusive education in Action makes available inclusive policies curricula and learningInclusive education in Action makes available inclusive policies, curricula and learningmaterial from around the world
Inclusive Education in Action Project Website
• Online Knowledge Community on ‘Building inclusive societies for persons• Online Knowledge Community on Building inclusive societies for personswith Disability’, developed jointly with UNICEF
Virtually connects relevant stakeholders and interested parties to share and analyzeinformation, initiate dialogue and come‐up with proposed actions for ensuring the rights, g p p p g gof people with disabilities
Knowledge Community on Inclusive Education Website
UNESCO’S activities(cont’d)UNESCO S activities(cont d)
3) Strengthening information and monitor systems on marginalized groups
• Comparable up‐to‐date information on the situationof students with disabilities in Latin America:
Regional Educational System on Students with Disabilities / SIRIED ‐Methodological proposalRegional Educational System on Students with Disabilities / SIRIED Methodological proposal
Supports governments to analyze their educationSupports governments to analyze their educationsystems towards addressing exclusion
Addressing exclusion in education ‐ A guide to assessing Education Systems Towards more inclusive and Just Societies
UNESCO’S activities(cont’d)
4) Helping co ntries b ild capacit for incl sion in ed cation
UNESCO S activities(cont d)
4) Helping countries build capacity for inclusion in education
• Develop policy guidelinesp p y gPolicy Guidelines on Inclusion in Education
• Provide support for teacher training and community‐basedrehabilitiationrehabilitiationAdvocacy Kit for Promoting Inclusive Education through quality pre‐service teacher education
Embracing diversity : Toolkit for Creating Inclusive, Learning‐Friendly EnvironmentsCommunity‐Based rehabilitation (CBR) Guidelines (to be downloaded by components)
• Promote the use of ICTs in education for persons with disabilitiesSpecialized training course
ICTs in Education for people with Special NeedsICTs in Education for people with Special Needs
UNESCO’S activities(cont’d)
5) Fostering partnership for ad ocac and a areness raising
UNESCO S activities(cont d)
5) Fostering partnership for advocacy and awareness raising
• Global Partnership for Children with DisabilitiespMotivate political decision‐making to advance the right to education for children with disabilities Enlarge the evidence baseInfluence the post‐2015 development agenda
Global Partnership for Children with disabilitiesGlobal Partnership for Children with disabilities
• UNESCO/Kuwait Prize to promote quality education for persons with disabilitiesUNESCO Emir Jaber al‐Ahmad al‐Jaber al‐Sabah Prize Website
“I believe in the adage ‘disability does not mean inability’. When advocating for inclusive education make sure that materials are available, teachers are
skilled and schools are accessible.”
Ndey Secka, a radio talk show host, was born blind in Banjul, in Gambia (GCE 2014)
