The right of children with disabilities to education: A rights-based approach to Inclusive Education

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The righT of children

wiTh disabiliTies To educaTion:

a righTs-based approach

To inclusive educaTion

Positi on PaPer



The opinions expressed in this publication are those o the contributors

and do not necessarily reect the policies or views o UNICEF.

The designations employed in this publication and the presentation o

the material do not imply on the part o UNICEF the expression o any

opinion whatsoever concerning the legal status o any country or territory

or o its authorities or the delimitations o its rontiers.

Extracts rom this publication may be reely reproduced with due

acknowledgement using the ollowing reerence: UNICEF, 2012, The

Right of Children with Disabilities to Education: A Rights-Based Approach

to Inclusive Education. Geneva: UNICEF Regional Ofce or Central and

Eastern Europe and the Commonwealth o Independent States (CEECIS) .

For urther inormation and to download this or any other publication,

please visit the UNICEF CEECIS website at www.unice.org/ceecis

All correspondence should be addressed to:

UNICEF Regional Ofce or CEECIS

Education Section

Palais de Nations

Ch 1211 Geneva 10

Switzerland

Copyright : © 2012 United Nations Children’s Fund (UNICEF)

Design: services-concept.ch

Printing: ATAR ROTO PRESSE SA

Photos: For more details about cover photo, kindly contact UNICEF

Regional Ofce or CEECIS



I II III IV V VI

1

The righT o children wiTh disabiliTies

To educaTion: a righTs-based approach


posiTion paper

unice/Mg/3358/Mc



I II III IV V VI

2

THE RIGHT OF CHILDREN WITH DISABIL IT I ES TO EDUCATION

POSITION PAPER

ACKNOWLEDGEMENTS

The Right o Children with Disabilities to Education: A Rights-Based Approach to Inclusive Education

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I II III IV V VI

3

THE RIGHT OF CHILDREN WITH DISABIL IT IE S TO EDUCATION

POSITION PAPER

FOREWORD

INCLuSIvE EDuCATION – FOCuS ON ChILDREN WITh DISAbILITIES

The Right o Children with Disabilities to Education: A Rights-Based Approach to Inclusive Education

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I II III IV V VI

4


POSITION PAPER

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T t t t t tt t t t unice c

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Marie-Pierre Poirier

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I II III IV V VI

5


POSITION PAPER

CONTENTS

FOREWORD

Inclsie Edcation – Focs on Cildren wit Disailities .............................................................................3

ChApTER ONE: INCLuSIvE EDuCATION: ThE WAy FORWARD ..................................................................7

Emerging recognition o the need or change ...............................................................................................................................................8

Understanding inclusion ................................................................................................................................................................................................ 10

The case or inclusion ........................................................................................................................................................................................................11

ChApTER TWO: OvERvIEW OF ChILDREN WITh DISAbILITIES

AND EDuCATION WIThIN ThE REGION ..............................................................................................................................13The historical context ........................................................................................................................................................................................................14

Prevalence o disability ................................................................................................................................................................................................... 15

Policies towards disability since transition ...................................................................................................................................................17

d-tttt ............................................................................................................................................................................................................17

ey mt, tt ................................................................................................................................................................17

et ........................................................................................................................................................................................................................................18

Stigmatization and prejudice .................................................................................................................................................................................... 20

ChApTER ThREE: A huMAN RIGhTS-bASED AppROACh TO

INCLuSIvE EDuCATION FOR ChILDREN WITh DISAbILITIES ..................................................................23

The relevant human rights standards ................................................................................................................................................................ 24

Principles underpinning a rights-based approach to education ................................................................................................. 27

Obligations to ensure the right to education or children with disabilities..................................................................... 28

A conceptual ramework or realising the right to inclusive education............................................................................... 30

rt t t .................................................................................................................................................................................................. 31

rt t qty t ................................................................................................................................................................................................... 31

rt t t t ............................................................................................................................................................................ 31

Child-riendly schools and the right to inclusive education ........................................................................................................... 32

ChApTER FOuR: GOvERNMENT-WIDE STRATEGIES TO pROMOTE

ThE RIGhT TO EDuCATION FOR ChILDREN WITh DISAbILITIES .......................................................33

Political will and good governance .......................................................................................................................................................................34

Government structures and cross-ministerial structures ................................................................................................................34

stt t t t ..............................................................................................................................................................34

d mt tt.................................................................................................................................................................................. 35

Ending institutionalisation .......................................................................................................................................................................................... 36

Financing ...................................................................................................................................................................................................................................... 38

ct ..................................................................................................................................................................................................................... 38

M t .....................................................................................................................................................................39

e t t ...............................................................................................................................................43



I II III IV V VI

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POSITION PAPER

Guaranteeing the right to non-discrimination ...........................................................................................................................................43

Strengthening inormation systems ...................................................................................................................................................................43dt t............................................................................................................................................................................................ 43

dt t ............................................................................................................................................................................................................................45

et mt ytm ......................................................................................................................................................................................46

Learning rom what works ........................................................................................................................................................................................... 48

Partnerships and participation ................................................................................................................................................................................. 49

Capacity-building ................................................................................................................................................................................................................. 51

ChApTER FIvE: ESTAbLIShING ThE NECESSARy EDuCATION

pOLICIES AND STRATEGIES ................................................................................................................................................................ 53

The right to access education ...................................................................................................................................................................................54ey t ........................................................................................................................................................54

e t ty t .......................................................................................................................... 58

rm t t t ...................................................................................................................................................... 61

ct mt ................................................................................................................................................................ 66

wk t t t........................................................................................................................................................................68

The right to quality education .................................................................................................................................................................................. 70

pt tt .......................................................................................................................................................................................70

rt- mt .................................................................................................................................................................. 75

itmt t t ................................................................................................................................................................... 79

a -y, ty mt ................................................................................................................................................... 84

Respect or rights within the learning environment ............................................................................................................................. 85

rt t t tty, t ...........................................................................................................................................85

rt ’ tt t ..............................................................................................................................................................86

rt t t y tty......................................................................................................................................... 87

ChApTER SIx: ROLE OF NON-STATE ACTORS ................................................................................................................ 91

Parents and other care givers.................................................................................................................................................................................... 92

pt t t .............................................................................................................................................................................. 92

ctt mt t t .........................................................................................................................................................92

p t y k t .................................................................................................................................93

p mt ....................................................................................................................................................................................................... 93pt t ....................................................................................................................................................................................................... 93

Civil society organizations ........................................................................................................................................................................................... 94

ct t t ............................................................................................................................................................95

M ty- ...................................................................................................................................................................................95

The international community ....................................................................................................................................................................................95

SuMMARy: KEy STRATEGIES REquIRED TO REALIzE ThE RIGhT

OF ChILDREN WITh DISAbILITIES TO INCLuSIvE EDuCATION ............................................................99



I

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inclusive educaTion:

The waY orward

unice/swZ/ 01198



8


POSITION PAPER

I II III IV V VI

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process o addressing and responding to the diversity o needs o all learners through increasing participation in

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o the appropriate age range and a conviction that it is the responsibility o the state to educate all children”.5

Inclusive education is not a marginal issue, but is central to the achievement o high-quality education

or all learners and the development o more inclusive societies.

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I

9

inclusive educaTion: The waY orward

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POSITION PAPER

I II III IV V VI

uNDERSTANDING INCLuSION

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I

11

inclusive educaTion: The waY orward

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12



13

overview o children wiTh disabiliTies

and educaTion wiThin The region

unice/nYhQ2011-1156/holT

II



14


POSITION PAPER

I II III IV V VI

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II

15

overview o children wiTh disa biliTies and educaTion

pREvALENCE OF DISAbILITy

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16


POSITION PAPER

I II III IV V VI

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pOLICIES TOWARDS DISAbILITy SINCE TRANSITION

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De-institutionalisation

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18


POSITION PAPER

I II III IV V VI

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g, T m Y r M, Mt, s r. 45 a t m t

tt xtt tt tt t t t mtm y t.

pt-y tt tt t t, , m t t mty t t.

tm, t t y t t .46 ct m

, ttt ‘t t t’ t m, t m , y-

t, m, z t .

sm m xt t, t y mt y q ngo

zt t t mm, t t tt m tt

y t t t.47 i , t t m mt ty m t

t t. a, t t m m t mtm

, t ty tt t m t t

t my t t t t t t

t mt t, t t mjty t t ytmty x m mtm



20


POSITION PAPER

I II III IV V VI

t. i am, t y ngo t 1,277 t ty,

22 t m mtm ; , 11 t mt ,

t t t , y 31 tt t m . 48 i

t r, 24 t t t t ty tt m;

, t 11 t t t m, 22 t t tt t

.49 i s, mt t tt y t 12 t

mty y 30 t t t m y . 50 a t y usaid,

T m Y r M, Mt K51 my y t

t z t mtm . h, t t t t ty

z tt tt t tt t - tt.

ittt dty t t mt t mjty t t t t

t. sm t m t m t ttt. h, t t t y

m y t mt t y.52 o, t tt st

t t tt t m mt tz t y m

. p- t t t y m t y.

ct t t t -qty - t mm. n t 22 t

t t t t t y. 53 a y t - t t

mm tt t t k mt. ot y ngo, t

mm y zt y t t tm .

T qty t t m y t qy t x - t

t . i m t, t tt y t t t ty

t, t y t t m t.

STIGMATISATION AND pREjuDICE

c t t t t mtm ty − t ttt t m t

my mm, t tt tt t ty t t . dmt t ttt

t ty t t mt t , , t, t t t cmmt t

t t tty tt t t mt t stt.

T ttt m t . T y t ty

t tt t tty t . p, t ty,

mmy ty tm ‘t’, ‘m’ t ty, t

tt t ‘t’ mt t t .

immtt t m y t tty t ty m t t t ytm. gmt mmtmt t tt t

t tm y , t my y- t t. T mjty t

t t t m mty ttt t ty t t mjty

t. a t ty t T m Y r M

t -y mk t 69 t t tt t t t

50 t t tt ty t mtm m. smy, unice Kyyzt

tt 63.5 t t t tt t m t t mmt,

44.2 t tt t m t tt tt t , 34.6 t tt t

t t t k t ty.54



II

21


• ‘c t t ty t t t.’

• ‘sty tt [ t t] ... ty mt m .’

• ‘b tt t t x t t m ty.’

• ‘pt m m tm t ty.’

• ‘r ty... ty j m.’

Attitudes towards disability55:

h, m t t ceecis m t t t t

t t, t t m t . i 2009, unice s y

1,000 t tz t t t t t t m t.56 t t 22 t t tt m tt k myt t

ty t ty t t t ttt t t

mt t. s ty m t t , txtz

m tt qky ty y mt t tq t m t

tt t t m t t t.



22



23

III

a huMan righTs-based approach

To inclusive educaTion or children

wiTh disabiliTies

© unice/swZ/00017/piroZZi



24


POSITION PAPER

I II III IV V VI

“All children and young people o the world, with their individual strengths and weaknesses, with their hopes

and expectations, have the right to education. It is not our education systems that have a right to certain types o

children. Thereore, it is the school system o a country that must be adjusted to meet the needs o all children.”

(b. lqt, un s r t p t dt, 1994 )

ThE RELEvANT huMAN RIGhTS STANDARDS

a mt t t t ct t rt t c, t m t

tty t , m, t, , t tt t . it m

t t t t t t qty tty t m t tm

mt t t mt t . i t g cmmt t m t, t

cmmtt t rt t c m tt “the education to which every child has a right is one

designed to provide the child with lie skills, to strengthen the child’s capacity to enjoy a ull range o human rights

and to promote a culture which is inused by human rights values”.57 at 2 t crc t, t ttm tt m t tty, xt t mt t t t all

rights to every child without discrimination, including on grounds o disability. i t, at 23

t crc y t t t t t t t tt ty t

t m tt mt t . T cmmtt t rt t c,

g cmmt t t, t t tt t mt t

t t t.58

mt t t t t q t t t t t tt

t t t crc. T cmmtt t rt t c

t t mt t t t t

t t: -mt, t t tt t , t tmm mt t t

t t t tk y t mtty.59 T t

t t mt t t t t t t. i t, t y t

tk t t t t. xm, my t t t t x

t t t t, m tk t y mt

t y-y , t tk j mt, t tt m y ,

t t t m.

dt t mmtmt, t t t t t t y t t.

T un ct t rt p t dt t, t t t t – t

t t t xty t m t y t – t t - m t

t t t t mt t t t. wt t ,

My 2012, 17 t t t crpd: am, azj, b hz, ct, cz

r, hy, lt, lt, Mt, M, rm, r t, s, sk,

s, Tky Tkmt. T m t , xt Kyyzt Tjkt. 60

T crpd t t t t t, t m xty t t crc t

t mt t ”an inclusive system o education at all levels”. it t

t t m t tt t m t t t , ,

t t, t m t tt t t t t

m t t.

T x t t ky t t t ct , t m t

tt, tmty mk t t y t

, t t t t qty t y t ty.61



III

25

a huMan righTs -based approach To inclusive educaTion or children wiTh disabiliTies

CRC CRPD

EducationArticle 28 − t mt t y

t qty tty.

stt mt:

• mk my t my t ;

• mk y t

y tk m t mk t ;

• mk t t

ty;

• mk t mt

t ;

• tk m t tt

-t.

a t m mt tk t

tt t ’ ty

m t t t t uncrc, stt

mt tt t.

Article 29 − et mt t t t

mt t t t tt, t

m t, t t ’ t

t , t t t’

t, t t

ty t t t mt.

Article 24 − m t t t t t t, t , tt mt

t qty tty. stt mt

tt t t:

• t x m t t ytm

, qty my

y t q t t t

mmt ty ;

• t mmt t

;

• t t ty t t

t ytm;

• t t m,

tt t .

stt mt tk m t t

t t tt qy t t

mmt y t tt m

mmt, ,

t t mt t

m mt tt mxm t

mt.

T t ytm mt t t

t t mt t ty,

tt, tty mt y t,

ty -t, t m t

t tt ty.

Non-discrimination

Article 2 – t t t - mt y

, ty, t t stt

t tk t m t tt m

m mt.

Article 2 – mt t ty

y x tt tt t t t

t q t t.

Article 3 – -mt, qty tty

qty t m/y m/

t crpd.

Article 4 – ty stt t mt mt.

Article 5 – t mt

ty, t stt t

mmt t mt qty mt

mt.

Article 6 – t t tk m t t

mt mt y m t

t.

Article 7 – t t t t

t q t t .

Article 8 – stt mt t - m t

t t t t,

mt j mt, mt t

m ty, t t

t t t ytm

t ty.



26


POSITION PAPER

I II III IV V VI

CRC CRPD

Best interestsArticle 3 – t t tt t mt

my t t

tk y t . s, t

ttt mt my t

t t t t, ty, qty

t .

Article 7 – m tt t t tt t tt mt my t.

Article 16 – t mm ,

t t, mt mt y

t tt.

Participation

Article 12 – t t y m

, t x tm t

t mtty.

Article 23 – t t t tt

t t mmty.

Article 3 – t tt

t crpd.

Article 7 – m t t t t

t x tm t

t mtty, q t

t . Ty mt t ty-

- t t t t t.

Support or parents

Article 18 – t t q t

t ’ t

tt t my . stt mt

t, t t t

t .

Article 23 – stt mt t t t

t t t t tm t .

c t t q t t my

stt mt y mt, t

t t t t m t t

mt, mt, t t.

Protection rom all orms o violence

Article 19 – t t t tt m

m , t, xtt ,

stt mt tk t m t tttm m .

Article 16 – m t t t tt m ,

q stt t m t t

t t t tm ,

t mt t t tt, t. a tt

mt - , - ty-t.

stt mt t - t

t tt t t t

t, tt t t.

Play, leisure and access to cultural lie

Article 31 – t t t y t t

tt t tt

Article 30 – tt t t

q tt t t t y, t,

t tt.



III

27


CRC CRPD

Implementation

Article 4 – t stt t tk t

t, mtt t m t

mmt t uncrc. wt , m

t t, m mt tk t t

mxmm xtt .

Article 4 – t t t t t tk

t m t mmt t crpd, :

• t;

• tt t , , t

t mm;

• t tt t t crpd;

• m t mt mt;

• mt , t

t mt

;

• t t crpd;

• t t t t,

, t t mmt t

crpd;

• t t m, t t,

mmtt t t mxmm

(education is a social right).

Article 31− stt t t t t m

t t t t t t

t ttt.

Article 33 − q stt t t t

mmtt t ct t y

zt t t t

tt zt t tt y t

.

pRINCIpLES uNDERpINNING A RIGhTS-bASED AppROACh

TO EDuCATION

a t- t t m y m t. T

t t mt t, y t t t t t t

t:

• Universality and inalienability: hm t , t ttmt

y t . a t ty tm . n t tk tm y.

• Indivisibility: hm t . wt , t, m, t , ty

t t t ty y .

• Interdependence and interrelatedness: T zt t t , y t,

t zt t.

• Equality and non-discrimination: a q m , y t t t

ty , tt t t t tt mt y k.

• Participation and inclusion: ey tt t t, m

tt , tt t jymt , m, , t t mt.



28


POSITION PAPER

I II III IV V VI

• Empowerment: emmt t y ’ t t m t

m t . T t t t t m t t, t

t m t mmt.

• Accountability and respect or the rule o law: a t- k t

tty t mt y ty ‘t ’ ‘ty ’

t t t t ty t mt t t.

ObLIGATIONS TO ENSuRE ThE RIGhT TO EDuCATION FOR ChILDREN

WITh DISAbILITIES

w mt t t t crc t t crpd, ty tk t tk

y m t tt t t ty t . T t:

• To ull the right to education: xm, y tt qty t ,

mt t, t t m t t t m t,

y mk y tt t , tt, t t t t

, y qmt .

• To respect the right to education: xm, y y t tt t t

t, t tt tz t t t

, ty tt ytm tt t t t t t

y .

• To protect the right to education : xm, y tk t y m t m t

t t y mmt, t y t t t t

t, , y t mt.

h, t t, t , y t mt, t

tk t y .

• For local authorities: T mt mmtt ; t

t ; ; t y tt t

t.

• For individual schools: T tt t mt t

t, t t t tt t t xt

tt .

• For parents: s t t , t tm t t t, tt my t t .

• For children: T tk t tt t tt , t t -t

t t .

• For civil society: st t mt mmty- t tt t

mt t t.



III

29


unice/nYhQ2007/piroZZi



30


POSITION PAPER

I II III IV V VI

A CONCEpTuAL FRAMEWORK FOR pROMOTING ThE RIGhT

TO INCLuSIvE EDuCATIONT mt t t t

mk t t ea t , tt t t

t t t t t. a t- t t q m t ‘ business as

usual ’. t, t tt t t ttmt y t t, tt

t ytmt t ty m t ttk tt m .

s, t t tt t mt qty t tt t

m, t y ft t y , t

t t x . y, t t mt

t t t, tt tt t − t , mt

ty , t y tty t t tk y. a mmtmt

t t m t t-m . it q t

t t . i t, t t y

tt mmtmt mt t t t y mt t t

t t.

Commitment to the right o every child with a disability to inclusive education through: legal reorm;

policy and guidance; service delivery; attitudinal and cultural change; respect or human rights;

training and support or teachers; participatory engagement with children and amilies.

Cross-departmental government structures; de-institutionalisation; data collection; nancing;

capacity-building; participation and partnerships; transparency and accountability.

Right to

quality

education

Right to

access

education

Respect

for rights

within

education

The right to education



III

31


Right o access to education

ey t t t t t qty tty. c t t ty t k m mt t t t t t. gmt

t t t tt m t tt t t

qy t t t t t t :

• Removing the barriers including y, mty, mmt ttt t t

y t t, m t t.

• Working to support parents tt ty t t ’ t t.

• Early identication and assessment t tt y mt y, mmt t

ty x y t t y t t

t t .

• Early years education y t ty t tt ty t t y

m t m t t tt.

• Ensuring access to and availability o inclusive education , t y t y

, m tt t t mmt .

• Creating inclusive learning environments tt, t

t t q t m m t k, tt t t k.

Right to quality education

it t t q tt t t. Tt t t t

t qty t t tt, tt qty tt

, t t, tt. Qty t y t

t mt -y mt tt t t t t

’ mt. a mt t tt, t

ft m t . T m ’ mt t, tt

tt k t t t my mmty. at t t

‘qty t’, t y t t t t tty t t t ,

tt t tt t mt mt. i t t t

t t mt m:

• Positive learning opportunities t t .

• Investment in and support or teachers t tm t t t mt.

• Rights-based learning and assessment mt t t t tt

t t, t t.

• A child-riendly, sae and healthy environment t t t tt,

t t t t t, t .

Respect or rights within education

hm t ‘‘. i t , ty t t m , mt t

t mt, t txt. i t t t t t t

t t ky t mt t, :



32


POSITION PAPER

I II III IV V VI

• Respect or identity y , xm, t t t t t

t t .

• Respect or participation rights – t t , t t, t

mtt t t, t t t tm, t y tt t

t t t y y.

• Respect or integrity – t t t t, t t t t/

m , t tt m m , y mt, t

t t ty.

ChILD-FRIENDLy SChOOLS AND ThE RIGhT TO INCLuSIvE EDuCATION

T t -y ( cs), y unice, t t t ,

t t t qty tt t, t tt ’ tt . it t t t m tk t t- t

t t t. “The CFS ramework is a means o translating the Convention

on the Rights o the Child into school management and classroom practice, and ensuring the right o all children

to have access to quality basic education.” 62 T cs mk tt t

mt t mt tt , t t tt ty

t t t mt. T t mt t t t

mt t t ty. it t k

qty mt . it m mtm t qty k t

t tt t t tt.

sm t t cs , t t t ytm

t tt mt t t t, z tt my t

ty x t t t qty t .

-, t ytm t -y ty :

• b inclusive , ty t t, m t – y m t

− t t k.

• o quality t t t t t t mt

, t t tm ; t m t tt

t t t t ty – t mkt.

• p sae, healthy and protective mt tt m ,

m t k t, t my mt.

• b gender-sensitive mt qty t mt mt.

• pmt t participation o stakeholders – , m, mmt – t .

A child-riendly school63



IV

33

governMenT-wide sTraTegies

To proMoTe The righT To educaTion

or children wiTh disabiliTies

© unice/nYhQ2004-0999/piroZZi



34


POSITION PAPER

I II III IV V VI

pOLITICAL WILL AND GOOD GOvERNANCE

T t t t mmtmt, tt t mm , y t undp : “The exercise o economic, political, and administrative authority to

manage a country’s aairs at all levels and the means by which states promote social cohesion and integration,

and ensure the well-being o their populations. It embraces all methods used to distribute power and manage

public resources, and the organizations that shape government and the execution o policy. It encompasses the

mechanisms, processes and institutions, through which citizens and groups articulate their interests, exercise

their legal rights, meet their obligations and resolve their dierences.” 64 i t , mt t

t, tt, t jt t , t tk tt.

a mmtmt t , t mt mt , t

qt .

GOvERNMENT STRuCTuRES AND CROSS-MINISTERIAL STRATEGIES

My t mt q t t t t t

m t y ty ty t mt t . a m

m xt, t t mt t t t t, k

-t tt mt, t tt qt t. w ,

m t t t t mmtt mt t t y

tt, , t t y tt t, t k

y t .

Structures to support inclusive education

i my t t , mtm t tty m t mtt, t my ty ty, t, t t t

mt . T t t x m mtm t t, y,

, k t tt t t t.

i t m tt mt t ty t t .

tm, tt -t t m mt mt m t

tt t t, t ytm m m t ‘-’

t t. T qty t . o, mt t

t t t mmtmt t t t tt t

ty k ty t . Inclusion needs to be understood

as integral to the whole o the education system – not just an add-on.

T q, xm:

• c t mt k , tt, mymt

t t.

• c-t t mt t − xm mt t t y

t , t y tt mt, tt .

• emt mt , mt mmt t

tt t tt t t mmtmt t – tt y , t t,

, , m yt ty t .



IV

35

governMenT-wide sTraTegies To proMoTe The righT To educaTion or children wiTh disabiliTies

• c-t t mt t t y t t t

t t t.

• ct t Mty Tt t t , t tt

tt ytm tt t t m .

• a t t mt tt t t t t t

.

Devolved government structures

T t mt t m mt t t t . it

t t t , t my tty. it

t mt t t t mt t mmt, ,

t mmt. it tt -mk , “take place at the level most appropriate or the issue, usually the lowest level possible” .65 h, t . it

t t qty ty , t qt. l -mk

my t t mk tt t t x t t t t

m t. a t ty t t my mt. T

t t t t tt t qt .

o, t m t t mt mk:

• nt y mk t tt t t y, t t

t mtm ytm .

• p ttmt t t mt t t t ,

t y ty mt t t .

• l tt t t ty- , t t

t t y mm, tt t mt mm t

tty, tt t t m t tt

tt.

unice/Mol/00803/holT



36


POSITION PAPER

I II III IV V VI

ENDING INSTITuTIONALISATION

a xt t tt mmty tt t ttt m .66 pyt y tty mtt t y t

mt mt ttt, t t t ty

k t y m.67 a t tt ttt

y, ty, my yy t t mmty tt.

T w rt v t c t tt t mt tttzt “poor

physical health, severe developmental delays, disability and potentially irreversible psychological damage” .68

ctmy mt my m y t t ttt et

e. amt ty m m, y t ,

t m, y, y tt t,

mt, t t ttt, ytty, t ttmt ymtt mm tm.69

i t g cmmt t t, t cmmtt t rt t c t t

tt t ttt , t t, t, k qt mt

x t t t y, x t.70 T crpd k

t m m, a t 19, t t t t mmty, a t 23, t q

t t t t my . T tt k y t mt t

tk m t t t t m t t t t m,

m t , t mk t t tt t t mmty

my tt. tm, t t t t tt mt, t qty tty

ytm t , m y at 24 t crpd, t

ttt.

h t ty tt t t m ttt t

m , t t my t t t t mm mt m

t t mmt, t mt m t t tt

t t. T t ft t k , t t t tt tt

t qt t k t mt. stt t t

t t qt t t t t y t ty.

i 1999, y tt tk rm t m

t . dt m 2001 t tt y 50,000 ,

t 18,000 mtm tt. h, y 16 t t

mtm tt y t, m tt t y t t .

it m m t x tt tt t tmt mmty- ,

t, t t t, mt t, qt tm tt

, mmtmt t t mt t y t

mt, t tm t t mtm tt ty t .

Closing institutions is not enough71



IV

37


dtttt t -tm tt q - tt

tt , mt tmt t ty y tt t t

t t. smy ttt tt t , t, mt

mmty- tt, xm xt t , tt.

c tm mt t m, x t t .

T t t t y m tt t -

tttt.72

• Managing the transition: itmt t m m t

t t , t j m . d t , t

mt t t t t tt ty t t ttt,

t mmty- tt. pty mt t t

t y ttt. it mt y y t t ytm

t t , t t t ttt. d

t tt, m t t t q t t t

ttt, t tt jt t − t t t tt

t t mt t − t ’ t t m

t t t m tt t t t my ty.

• Creating the necessary legislative and policy ramework: ct t t

tt t k y t t ttt

. T tty :

– t t ttt. a t y

t t t t t mmty- t tttt

t ty ttt;

– mt t tt t mmty- . a t

t t t t m t ttt m ;

– -t t, y t tt ty qty

t t, tt mmtmt t , t mt t t

tt, mt t mt t;

– t, tt, t ’ m mm t tt

m tt mt tt t t

t;

– t tm t t jt mt t

mt.

• Strengthening cross-sectoral community-based services y kmm t t y t mty tt, t t t

t t t t t m. T tt:

– t, mty ytm ty t y ;

– mmt t ky tt t t-t t m t,

t y, t t t - ‘ jt t’ t

tt, , t , t tt j

tt;

– m ngo k t tt ty

tt t t t m t m ty ;

– t t t t t tt t t t, t t

, t mmty- .



38


POSITION PAPER

I II III IV V VI

• Transorming residential institutions into inclusive resource centres tt t

, t t t, t m tt ty q tt .

T mt mt t-tm , t , t t t

tt tm t t t, t

mmty . T t t :

– y my k t ttt t k t ;

– t t t , t mmt, t tt

my t .

Kyrgyzstan’ Mty et s x mmtmt t tm m t t

ttt t mmty my-ty tt . unice t t t

tmt t u-K t ttt t Tmy c ct

t . d t jt mmtt, t m t t ttt

m 112 2005 t 57 2009.

T Romanian mt, m t, ty t t tmt ttt t

t, t t 1990 m t t

t m ttt t mtm tt y t t, t y

t t.

The shit rom institutions to resource centres

•

Support or amilies: m t mmty- t ty t t t t t m. s t t t

tm t m jt. sytm t t t :

– t mm t;

– y, t, t t ;

– t t t t m;

– tty tt ( t , - t

, t t);

– t mt , , t tt y m;

– tt m t ty t t x tt m

t t t ty t t mmty

( t s -m m t t m).

• Consultative participatory processes: Tt t -ttt

mmty- tt, t mt tt t , x

t m m t . ozt t ngo t tm,

tm, t tt t xt tt t tt.

FINANCING

Costs o inclusion

ot t t t mt t t ytm

t tt t t my tt t t t t. a

t t t , xm, tt a, s, M, r



IV

39


uk mt t k mt t mtm t t

mmtt t.73 g, T m Y r M, Mt

K74 mt t t , b mt t

mt t t tt yt. i t t

t t mmtmt mt t. T m t t t t tmt

t, t ytm '' , t k t t mk t

t , t tt m t tt t t .75

h, t y z t y mt ytm mtt,

zt tt , tt t t t y t.76

sxty t t t t t tt, my

80-90 t t t m tt t tty t,

-t- t mt tt.77 tm, y tk

t 1990 t t m t t, my y t, t

t .78 a oecd t 1994 tmt t t mt t

t tm t mt t t t m.79 M

t oecd tt t -t t 2.5 tm t

t. T my t y , t t: t m tt

t t. i t t t tm, t t tt t t

t.80 tm 2009, unice am mm ty xm t t tt

tttzt, tt tt y m t t m mmty-

my t t t tm.81 gmt t tt

mt my ty ytm m t t t, m tt,

, mt qmt tt mt t t t

mt t , t t tt t t m t tt.

Models o unding inclusive education

T tt ytm tt t mm ty tt t

t m, t t t t, mtt ‘tt’

t t tt q. T ytm t ceecis y t ,

mt y t t tty, t tk t t . Yt

mmty- mm t k ty, t t tty

mt t. sm tk : t t t t tt m

k - m. i Tky, xt t t t t

tt. T w bk t - tt ceecis t,

b hz, uzkt T m Y r M. T m

tt: s, t mt 85 t t t ytm, t

t mty t m, mt mtm t t t

tt ty- t. i am, tzt t y

y, t t k t ymk tt t t

t t t t tz my .

o, t tt t t jt t t t t t tt t

, t t m tt t t tt . i t , t

t t t ty t t t mtt

t t t mt t.82 T t t t

t t:



40


POSITION PAPER

I II III IV V VI

Input or per-capita models: T m ty t m t

t m t mt t t t. ct t

t tt mt t t m.83 T t

mt t ft t -t m, - t tt

t q t tt m mt. a k

t m t t ty t t t ; t m t

t t t t t t. i t, t m t t ft

t m t t t ; t t t mtt

m t t t mt t. o, t -t m t

mt qty , t, m t, t t , m

t t t t ty tt.84

• Resource-based models: T m, k ’t-t’ m

t t t, tt mt q t

tt mm. xm, t m t

t mt t xt tm t ty t t.85 it t

y m t t- t t t tt t xt mm, t t

t t mm t mt tt . tm, my z

tt , t.86 h, t t t

t y m - m t - m . i , -

m tt t mm

t tt t t t qty t

tt t t. h, tt m t mt mm, t t

t qty mm t k mmt.

• Output-based models: T m k t t t tm tm

tt. n t t t my tt- m. it xm t

us mm n c lt b, t tt ty t tt

mt , t m t . i t uK, ‘ t’ tt

tt m t t, t

t mt t t . ‘u’ tt t

. T y k t t m tt t

tt, t t- t t tt t t mm

t - t t.87 ott- m

t z mt y t t, mty t t

tt, qt t txtk t m mt.88

ey m t t. T tmt t mt t

m t t y t xt t mt. g t tt t t

ceecis , t mjty t t t t ty t t

t t t, mmtmt t -t ky t t mt t m t

t t, ty t:89



III

41


• it ytm t t tk t t mmt

ty. ot mt t .

• e tt t t tt t t t tt

mtm .

wt t t , -t : 90

• Incentives or schools: t ,

t t t t, m m xt t t y t t

y t.

• Equity: t tt, tt mk, t

t tt t ty tt qty t t .

•Eectiveness: it t t mtm t t y m t tt, t t mt

mmtmt t t.

• Monitoring: b t t t t t t tt, t

m tk t t qt tm. i t y, t t

tm t t mt ttt mtm m y

m.

o, t t tt mmtmt t qt t mtt,

t y t t f mmtt. M

:

• y mk mmtmt t t t t t, t t t

t t ;

• tk t t t m t , m t;

• qt fx t m, t t t mmty

t t mm tttt, t t , t/tk

t, t, qmt mmty zt/;

• t t mmm t t x t, jt t ty/

t t t t , - m t t t

t t mt t m ;

• tt t tmt t mm , ty mt t tm ty t t t ytm m

tt;91

• t t ytm t tmt

tt t, t t t

;

• t q tt t t t − t

ty t fx, t t t ’ ;

• mt t-t t m t .



42


POSITION PAPER

I II III IV V VI

© unice



IV

43


Ensuring appropriate and eective use o unds

p t t mt t t t t t t t tt t t tt ty t ty .

T q ytm t t xt tt y t ty

y m t. Mt tk t t t mt

t xt. w t , t tt mt t

t . T t mm t xt m y

mt -mt.

bt mt t mmtmt t

t. M, ty , t, , mt

tt ky m mt t.

GuARANTEEING ThE RIGhT TO NON-DISCRIMINATION

gmt t ty t ct t rt p t dt, t

t ot pt, t t t t t t t t mt .

i t, ty t t xt , t t ttt t, t

mt ty, t mm t t

t t m t t t t -mt.

T t, mt y k t t. c t t

t m t mt t t t t -mt, t

t t t t t t. st t tm t m t, m

t t mt t t t t, mtt t - tmy. Ty t t y m m

t mm, ty xt, t tt ngo k m t.

cm t t t t -mt y j ty t

t t t, tt m t t, t t t

mt t tm t t t t t.

STRENGThENING INFORMATION SySTEMS

at 31 t crpd q t t mt t ty t

y t t x t t. h, t t qty t

t t t t . nt y t t t

t t, t t t qty t t t t, t

tm t t t.

Defnitions and classifcation

o t t t mm t ty, ty k t t t

t . it t t k t y m ty,

mt ytm t t t t t mt t tt

ty. imt t ty t t, t t t t

t ty t ytm t t tty. a t m t

m t ty t ytm t t tt ty t t y t

fxy m t, t m t jt t m m.

92

dt t qty ttt t t m



44


POSITION PAPER

I II III IV V VI

mt t ym . it, mt ty ‘t--

’. xm, mmt t-t t t

mt qt, t t t . eqy, t

t k t tt my ty tm mm

mk t t, t t t mmty , t t t t

mk t t .

T itt ct t, dty ht m.93 it t

t t-t m t t t y, t t y m

t t: t y t tt, t m tty tt. s

’ t ty txt, t ic t mt t.

T ytm k tt ty t mt tt y t mty : y

x m ty. it ty ‘mtm’ t x ty

t m x. sty, t t t m cause t impact, t

t q t tm t m mm mt – t t

ty. by tk t t t txt t ty, t y xy

m yt t mt t mt t '

t.

© unice/Mol/ 00741/piroZZi



IV

45


Data collection

T mj qt t qty t t t:94

• Why is data necessary? r t t t t t t

mt t t qty t, t tt t y.

wtt t, t t t , ty mt m .

• What data are needed? a m ty qtt qttt t . imt

, t t xtt mmt, t t

, mt t my’ tt. s t t mt

tt mt, tt, mt ttmt, x

t. gmt, xm, mt t t qttt t t m t

t t, t m t , t t

t t m. dt mt t t t, k t, mmt ty. rt

mt t m t t t y t t

i et p.

• How do you identiy children with disabilities? t, t y t mm t

ty. o t , t xt t t t t t t

t t. My t t m t t, t

mtt t tt mt . T tm m t t t

ty t t mmt. et t m t tt

tt t, t t m ttt, t t t t.

• Who can provide the necessary data? pmy t mt t, t . at tk t t t ty t t. l tt,

mmt tk m - t ty t tmt

t , ty - y my , t t.

• When does data need to be collected? d t m t t qy t t

t t. r t y t ty tt

mt t t mt.

sm t tt t t mt, t t t

. xm:

• Croatia t t t t t t t: 1) t ct b

sttt, 2) ct ht s Yk, 3) t Mty s, et st

t. a t t -y t, t t

t.

• Tajikistan t t ttt, tt t t

t 5 t 16 m 2007 t 2009 ty.

• i 2008, t z k k t t, Bosnia-Herzegovina

mm m -mt t t m t t mt

qmt mmt t. T t m t

qtt qttt t. T t t t t tt ie t

mt t t my t t t.



46


POSITION PAPER

I II III IV V VI

Education inormation systems

gmt t m t mt mmt ytm t ty t mt t , t

t. c t t . it mtt t tt t

t t t m t t t t t

t. s t t :

• Structures t, t t t t t mt

t.

• Processes t m t t, t mmtt .

• Outcomes ttt t t t t, t m

mt.

Illustrative indicators

1. CRPD Inclusion Benchmarks or

Education95

2. Success Indicators or EFA

Article 24.2: Education

() p t t t x

m t t ytm t

ty, tt t

t t x m

my my t, m

y t, t ty.

• rm t y t t

, yt t ey c c et

(ecce) , my, y, t-y t t.

• Mty/dtmt et mt t

my y t yt (

t t t) ytm.

• hm t z t t t tt t t t ytm.

• l y tt t t t y

t t t t t t, mmt

tt q t .

• a xt mmtmt t t y , ,

t t mm t t

t t t t .

() p t t

, qty my

t y t

q t t tmmt ty .

• cttt t my t t

, tt mt t ty.

• r y xt t y

t t ‘-’.

• rz t t y tt mt t

tt t t t q t t

t ty m t t .

• atty mm t mt t tt,

tt mt y t t.

• dt t t mm

mt t y ty.



IV

47


• i

tt

t

t.

• T m t

t mt

ytm

t tk t

.

• a tt k

t ,

t t

, t

t t y

t mt

t.

•

sytm tmt t ,

tt

mt

.

• T mt

t

ty t

mtt y

mt.

• s t

t.

• l t

tt tt

y t t

mt

t .

• l t

-

t .

• T qty

t

.

•

a ttt t

k tt

t

t.

• r, t

m ,

tt y

tt t

.

• T

t ,

t, mt t.

• s tt

t

, tt

mt

m t

mmt.

• s

t

t mt,

x

mt.

• T t

t ty.

• T

tt t tkt t

mt

t.

A suggested conceptual ramework o perormance indicators or an inclusive education system 96

T mk t t t mt t t tt t ytm.

T q mt t ttt qtt t, t tt t

m. i t y, t mt m y t .

s mt t t, mmt tk t t t t t

mtm t tt t ty t t

t t t t t t. T mt y, xm, t

t t t t t t, t, t t

t tt tt t t t mm k

t mt . it y t ty t m t t,

t mmt t t t t tt

t, t t t t t m mt. t

, mt t tt t t t ytm . i t t

t, mt m at 33(3) t crpd q t ty

zt , t, t t t tt zt t

mt mmtt t t t crpd.

Theme 1: Concepts Theme 2: PolicyTheme 3: Structures

and systemsTheme 4: Practice



48


POSITION PAPER

I II III IV V VI

• qt tt m mtt mt t k m;

• y t t y t tt t t t t tm;

• mx y m ;

• k t t mt ytm;

• k t t (.. t t t mt tmt,

t t) k m (.. t, t, m);

• t k m my ;

• mk t t tt t ;

• mt tt mt m m.

T saTr ct’ “i’m am Y” jt m t t, t, t t

tm mtm t t qty t.

T jt t t mt t t k t

t tm, m tt tt xt m r

t x t t. T jt t t m t mt k

t tt t tt, t mt t t

tm t t. a t t k, 15 y

t mtm t, m t xt

t y-y t t t t. o t tt t jt

t ytmt t t t tt t tt t m t

xt t xt t t ttt tk. T jt t ty

t Kzkt t ct a , mtt x

k t tt t m.

A meaningul system to organise inormation on disability should :97

Center or Social Adaptation and Labor Rehabilitation—SATR Center (Almaty)99

I’m Among You: Including Children with Autism in the Community

LEARNING FROM WhAT WORKS

My t mm t t mt t. 98 T

m t mm t tt , , , t y

. it t t t y ngo tt t m t .

w tt t k, mt t tk t t x t mt. e-

y t t mt t, xm, , t

y , t. w t t mt, t

mtt mmt ty, t t jt, t

t y t t, t m t t mm. Ky

t tt k t t tt t :100

• t ;

• t t -t-t m mmt tt;

•

y mm mmt ty zt;• mzt t t mt, t tmt;



IV

49


• t mt t t mk;

•

-tm, t mmtmt t t m .

gmt t t tk ty mtm t m t m

t mt t t. ngo t ty , t

t t, tt t t t y k. gmt tt

t t t zt k t xmt t t ,

t tt t tt t tm t t. s tt

t mt t t t.

pARTNERShIpS AND pARTICIpATION

i t t y tt t t t, m

mmt, , t ngo, tt zt mt, tzt t t, m t t tm.

m mt t t: t tt t y t,

y t y y. gmt t y t t mt

t mt t t t, t xtt t t ttt

t t , t f y k t ’ t, mj

t t.101 My t tty m t mt: k

t t tt t ; tmtzt tty m t

t mmt; my ty mtt mt t , t t

ty t t mt; k mt t t m, ty m

. sm t tt t tt mmty-

y y t t m m t t t ’ t. a t t

t t t t ty, t, t t tt t t,

m m t t ty t mtm .102 h, t

t t ttt t m .103

gmt q y at 4(3) t “consult and actively involve people with disabilities, including

children, through their representative organizations” . T y xt t t. ex

t t t uncrc mtt t mt t ty t

t t t , t. T cmmtt t rt t c

m tt, t t, t t tt t mk t t

t t, t tm t t t .104

ngo t m t ttt y ky m t t

t m t m t t t t – t k tz t my m. i

t t , t t t mt t :

• t t − t t mmtmt mt m tt ,

t t t;

• t t tm;

• t t t m;

• t t, y f t t ;

• t t t t − mt , t t tt

mm;



50


POSITION PAPER

I II III IV V VI

• t m t j mt;

•

t t t y t t t.

cmmty tt y ky t t m ty m

t, tt t t y ,

m t, tz’ m m tt . My ngo t mmt

t m m t t, t tt ngo t jt t

t t . T tt, , xm, - - t t,

mtt t, q m, y mtt t, t mt kt,

ttt ty t, tk y, t ie

t, y t y mt t t.105 dty-

tt zt k t t , tt t

t t , y ty qmt, t tt .106

h, t t t t mt t tk t t ngo,

tt t tt ngo d p’ ozt, t t ty

t t t t t t tm.107

T t tt ty zt t t t

t t t t t ty . ct- t tk y t

t t m t y t, t ytm mt mt

ty tty, tty.

Bridge o Hope, ty t zt am, t t unice, t o sty

t t gmt mmty t.

i Russia, t ‘t m t tt t

.108 h, t m t t t- zt t .

azj Tjkt t t zt t t.

i Uzbekistan , undp unesco jty tt t t ie

, tt t t ie . T t y t

t t t y ty m .

Twelve CEECIS countries t k tt t t t t

t t xt t tt ty j – my t t t zt mt. st t t tt ngo t t m

t t.

ot tt zt y t mt t tt ceecis,

ty t Victor Pineda Foundation, EveryChild, Eurasia Foundation, Open Society Institute, and the

Soros Institute.

International organizations m tt t,

unesco’ et a m t d rm m, − t xy

t t t t – mmt t t.

A growing range o partnerships across the region



IV

51


CApACITy-buILDING

a t t t t q tt mt, ,t , t ty t ty, mmtmt t mmt

t , mm t t tt . gmt t t -

t mt t t t ty, t m ty, t tt

t. Ty t t t m t ty t t

t , t t t t .

i t, t t t tt ty q ty- t

tm t t ty. T k, k t y t mmt

t t :

• ut t t t t m.

• K t t tt t t .

• dmt ie , t tmt t, t, ,

, tt.

• dmt mmt t ie.

• ct t t t t t t, d p’

ozt (dpo).

• p t, .

• cmmt t m t t m jt t.

• Mt t.

p x t t tt , tt t ceecis t m

t x t, t . at 4() t crpd tt tt

mt mt “promote the training o proessionals and sta working with (children) with disabilities in

the rights recognised in the present Convention so as better to provide assistance and services guaranteed by

those rights” . i t, t cmmtt t rt t c m t mt t

k t , t t, t tt ty t y

xt t t.109



52



V

53

esTablishing The necessarY

educaTion policies and sTraTegies

© unice/nYhQ2011-1150/holT



54


POSITION PAPER

I II III IV V VI

wt t mk t mt tt t t t mt t t

t t t t, t tt t

t ty t, t qty t t tt t m t

t t tt t mt.

ThE RIGhT TO ACCESS EDuCATION

T t t t t qty tty m t stt t t t

t y mk, tt t t , t y t

ty. a t tt t t:

Early childhood care and education services

at 6 t crc q mt t “to the maximum extent possible the survival and

development o the child ”. T y y q tty t t tt mt,

80 t t ’ ty t t. ey mt y

z t t t t t k, t zt t, t

t t t ytm.110 a mt y xt t

t tt y tt t my t m t t tt tt

m t . T t y ’ t mt t m mt,

y t, t t, t t m t t y. Indeed,

investing in disadvantaged young children is a public policy initiative that simultaneously promotes

airness and social justice or the amilies involved, while promoting productivity in the economy and

in society at large.111 itmt y mt ty t t t

t m t , m mkt .112 tm, t t

t t t mxmm t. ey t t t. p tt

t y tt, t tmt tt t t t

m.113 t, y tt ytm, m t my- y tt, t

, t ty mt y t t tt t k. am tm,

t t, mtt t tt t mt y,

ty m t ’ t m t.

a t y tt, t t t t

t t t t ty t t

t. xm, x t m t, t

q k mmt tt t t t ty ty

m t . by t tm tt t , t t t t y tt m t t . h, y t t y t

mt t tm - mt (r, Tky, rm, Tkmt

uzkt) my m tt t t t t t t .114 T mjty

t t mt t t y mt y t tt.

T cmmtt t rt t c, t g cmmt y , tt tt t tt

t t t t y y t t, y k t t ’ t t mxmm

mt, t at 6 29 t uncrc.115 it mt t tt y

t mm t, t t mt t -,

t tt t t t tmm mt m t t t t y , t

ytmt qty my mt. i t g cmmt t t, t cmmttm t t mt y t t m y y tt



V

55

esTablishing The necessarY educaTion policies and sTraTegies

mt tk t.116 s t t

fxy t t . at 23 t crpd m tt mt

y m mt, t t t t t m.

gmt t t:

• Investment in early assessment and intervention: i t t t y t t

m, t-y tm, t mt t jt t t my m t y y

t , . T t t ty tttt. ey

mt tt tt m -

mt t m y t , tm t k t

t tt t t t ’ - mt. T y

mt t tt, m t mt t tt tt

tmz ’ tt. T t tt t t tt f mtm t tt. e t tt t

t t y tt t t t t ty q

t -.117

h, t mtt t tt mt t mty t t

, t tt t t ttt t t t

t my mm t t t ’ tt t. itt y t t

tt y tt t t t tt t , y t tt tt

t, y fx y t m t t t ’ .




56


POSITION PAPER

I II III IV V VI

T t m t :

i Romania, ‘xt tt’ t m

y t t t m t t my.118

Armenia x t t mt t tt 2007, k

t t tm xt, t m tty .

Azerbaijan t t t t t t t

t, tm t k, t xt, yt xt

t t t t t my t ’ .

i Croatia, tm xt ‘t it ext’ y mt t y t,

ty t, t ty tm mtty

mt. Ty my t t, m k tt t t t

my.

i Uzbekistan , y tt t t Tkt, t

ty’ r ct i et.

i Belarus, t-y ey c itt ct -t

my- mm mx t t . Ty ttt

t t t k mt y, t t t . s

y t tmt tt, t mt, m ttmt, t,

mt my t, t t.119

The Former Yugoslav Republic o Macedonia, Russia and Kazakhstan tt y m t t ytm t t t t ic t ty t.

Positive examples o assessment

• Comprehensive ECCE providing care, stimulation, parental support and access to relevant services:

T mm t t tt t t.120 pt

tt m m t - mt y tt y mm

-t y y t t ty t

t t t.121 i, y mm tt

t t ty t tt t t t

ty.122 i t, t t t t t t tm t t

t, t t t t tm ‘t‘ . pt -tm, ttt t t t, t, f

t ’ tty -tm.

Universal access to inclusive pre-school provision: cm y t x,

ty t t mt, ’ t mt,

t t t t t.123 ey t x

mtt tty t mt t t

t t tt t. it mtt t t mt ttt, tty

tt . i - t boTh t t , tyy

. a, tt t y, ty ky t t t ‘t ytm

’ – tt t my .



V

57


b t mj ytm t, m t t tt eci

t t, y- y tt t, t y-

, m tt t, t m, mt t t Mty

et, - t t my t b

at at t c Y p t t.

T ky m t x :

• st y t, t eci ytm, t-t mt mt

t mt t, ty t, m t eci .

• m ‘t’ ytm, t mt t t

t t ytm .

• s ty t m .

• ot t t ty - .

• it-y y tt, mt, mmt, tk - ytm

t t ‘t’ t ytm.

• i my t m t t tt

t mm tt.

• cm t- m- eci t t tt

t , .

• Y- eci t t my t .

• b t t, t t t y y

t t - .

• pt mt eci t t t t tt.

• eci’ ity Tm t tt .

• g t m eci .

• c t tt t m eci t -

my t.

• x - - t.

• it-y t cmm mt t , m t mtt,

tt t t t t t .

• T t ttt t mt y t x t t

t t -t my- m t -

. T t t t t m y t t t eci

s et sytm t t -qty t t t t t. c mt tk t t tt

mm t qty t mt y tt t

t m t.

• i t t t ttt mt qmt, eci mmt t-

mm t ytm t mm tm.

• stt eci mm y .

• i t t t , t t t t ngo, t,

t t ty zt.

• b tt, eci ytm y mt. i t, mmt

t, x tk t mt t mt eci ,

t mm - t t.

Lessons rom an Early Childhood Intervention programme in Belarus124



58


POSITION PAPER

I II III IV V VI

Ensuring access to and availability o inclusive education

bt at 28 t crc at 24 t crpd t t t t t t qty tty y . T crpd m tt t mt ytm t . it xty q

tt t t t x m t t ytm t ty. Ty

tt t , qty t q t t t mmt ty . a

t t t t mk ty m jt mty

mz t t t y. it t my t zt , t

t mmtmt t t y ,

t t t t t ytm t t t mmt t .

cqty, t t t t tt

mt k t t. it mtt tt t mmtmt t

t t t, mt mt t k t mm t t t mmtt y . T, xm,

t t t t Tky, tt tt mt

t ”individuals whose conditions orce them to have special education in a separate school in

line with their defciencies and characteristics ”125, t . smy, uzkt’ ‘social adaptation

centres’, t tt , t m ‘changing the

child’ t t t t t ytm, .

i t, t y mk t t

t . it t m, -t y fxty, ty

qty t ttt . Ky mt t tt t :

•

cmy t tt m t t.• i t t jt t k t . i

t t t t m, t my - mm. p,

xm, t t ‘’ t .

• gt t tt t t m t t mtm tt,

t mtm t y t t .

• d y mk t t t t tt t t y, t

t t mtm t ytm.

• e tt y, t tt tt t ty.

• r t mmt t t , m t t,

t t t t .• e tt t tt tty mt t t ty y

tt .

• p tt mk t tt, mt t q t

t t t f mtm mt.

• it t tt t t mtm

tt , t mt t , m m mmt.

• p t t ttt t t t t t

.

• rq t t t t t t, t ,

mt zt ngo, y t t t t.



V

59


© unice



60


POSITION PAPER

I II III IV V VI

pkt t y 30 t (mm t nt dty ay ct)

mmt jt t mt t 2003. T m t

t t t t mmt mtm t qt

t t , t tt t t t t

mk mmt m , t. it mm :

Disability awareness training t mtm , y y t. T t

tt 7-10 11-15 t t t t, tm

m tty, j. tt m y mt

t t . Mt mtty, ty tt

t m , t t t, t t t t mt t.

Training or mainstream teachers t ty t t

t t ty t t, t m ty, ty tqtt

tmy. it m t k t myt tty, tt t t

t mtm y t k t . T y t.

T t t ty t t t

r.

National Disability Advocacy Coalition t tt r. it mt t

t t t t mmty, t mtm . it 30 t

mt tt t mt t t, : m,

mt, t, tt, t m m t.

Public education and media campaigns, ‘c s g t s Tt’. T tt

t m t t t, mtt, y mk t

mmty t ty t . ny 100 ty m – t mty

− m m t 20 t t t t, z t

ty .

Monitor and advise on accessibility mtm t

t t. Ty mmt, t t mk tt

mmt.

Inclusive activities, , xm, t tm t tt t.

T jt ‘a q t’. at tt ‘b b: cm t h

c’, jt tt m t t t t tt ,

t - .

Legal support t t t t t t t, t t

t t .

Parents o disabled children t t , t mmty,

t t t m t tt t t. pt

t, tt t m t t t k t t t. Ty

k t ky t t mmt: , t, dtmt

et , t t ttt t

tt t t tt t t t ky tt.

Perspektiva, a Russian Disability NGO, Promotes and Supports the Development o

Inclusive Education



V

61


Removing the barriers to inclusive education

T t t t t y m t t tt t m y mmtmt t m t t

m . c t t t t t y mt ,

ttt, mmt ttt, t t t t t t

t t q t - . l tt, t t m

zt t t, t tk y t t t

t tk t y t t m.

s’ ty t t t tty t tt t t , y t tty. T t, t t t tk

tt t y z t t t t

tt mmt. t , t my t y tty t m t t

t . s y s t c unice, my t t t tm t t t

k t . i my t ty , t t t, t tt mt,

t t t t t t.

Creating social opportunities or children with disabilities outside o home and school126

Mobility, physical and sensory barriers

p t t jt m y mty t y,

mmt mt .127 wtt -t m tt, t m my t t t t t . a tt , tt

t k t y tt t tm t t t

t. T tt t mt t t m yy

. r t t ty t, m t, x

my q t t. a yt, t y m,

m t . T mj t tt t jt.128 w k tt

t , q ymk t t

t t t.

nt, y, t y t t , tt /

my y tt t t tt t t. T

m t t y tt mt t

t t tt tt t, mt t mt mt t

tt , ty t. Ky fxty tt t tt’

q tt tt.

a t , t t t t . i,

mtt tt t t ty y t 1 t tt tt t.129 o

t t t t tt ty t t t t ,

tt y m. ey t , t w

bk m t ky tk t

t tt t t ty.130



62


POSITION PAPER

I II III IV V VI

i t 2004-2009 t mm mt, Uzbekistan’ mt y

ty qmt, m t y ty t . T

t my m tt q t m t

tt t t qmt t . Romania m t

t y t t tt t my t tt jt, m t t

z tt t t jt. a, t Croatian mt

m 200 tm t ‘ ’. unice k t

mmt ct t m tm t mz t m y ty t

t mmty’ .

Removing physical barriers131

a m t tk t t m yy mt:

• itmt m t tt t , tt

tk t y-t-y t mmt t x. a t t q

tt t t t mt t t mmt.

iy, qt y m ;

xm, mmty t, y t. itmt t

mmt t t t jy tt t t y tt.

• a mt t q t yy t

t y t m t t, t y t

, t ttt t mty , t t, b txt k t

mt. u t t tt mt

, m tt , ty t, , t xt t

tt, t t t , t y t.

• d , t, mt qmt t t t t mmty,

’ zt, t, t, t tk.

• dk, t m t ft t t , t mt

t k. it t t t tm t

t . T t tt t m t t tt ty my

, t t t t.

• M t tk t tt t t t y, tm tt

ty. T mt , xm, t tt ytm t tt ,

tx mt .

Attitudinal barriers

dt t t t m t, mt t t tt t

ty t t mt t . T m t y t

tt t t tt t t t tt t ttt mt ty .

a 2007 ty at, xm, tt t mt t y t f tk t ty

tt t t t. T t t mt tt

tt y , t tt tty .132 h, yt

t tt ceecis t t t t mtm ty. ay,



V

63


mt mm ty , tyy, tt x t t t, t t

t tty t t ty.

nt ttt t ty t mt t. Ty

t t t t t t , m t

t - . Ty t t t t ty y

y mk mt . Ty t y, tt x

t t y t . i , t tt t t t

t , ty’ ty jt tz.

at 8 t crpd q mt, mtt y, t t m t

t t tty.

w t gmt Mt t t m t t m ttt t my-ty

, ty tt y mty ttt tt. a unice Kap tt mt t-t

t t t t t t tt t m t . amt y

tt t t t t ttt t t

t tt t ttt, t m.

i , unice t-mt m tt ‘It’s About Ability’

t t mty ttt. o ty t t m t

t t t ty; 30- Tv mm t ty

my mt t Tv tt t mt; unice t tt

t ‘It’s About Ability’ Mt tt t my , z t mt ;

mmt t m mt tt t tt mt

t’ t; o-Mt J y Mt’ t t

t Tv tt t m mt ; t-t

t m t 30 m mt, m, mt

mt; m t 150 t tt t y kt tt t t

z t t s oym; ty t t uK t t t

z mt .

M t 160 t m t m t Mt Tv tt

m t 130 t t t t-mt . o- tk

t t mt t t Tv tt t t t m t tt

t t . a t Mt t t y,

t , t t k t t t Tv,

t y t mmt t . it f t

t t t xty tty t t tty tt my

t tm / .

a t t Kap t y t mmty t t t m, t

t t t y 10 t. T t t t

t ty t t t m t t m 36 t t 46 t. T

t t t t ty t t t

m 23 t t 33 t. T m tt t ty y

ttt mt .

“It’s About Ability” campaign in Montenegro133



64


POSITION PAPER

I II III IV V VI

at t tk t ttt t t t d p’ ozt

t t t m, :

• Public awareness campaigns t tty, t tt

t t t. lft, t, m tt t t t

mt ky t tm, t’ , t , ty , -

t t . cmmty tt, t xt

t y t t m mmt t

m. Mk t tt tm t tt t m

.

• Fostering an attitude o respect t mt tty m t mt t t

t t. T t ft mt, mmt

.

• Using appropriate language. l y mtt t

tty ty. p t t t my y t tm tt

t. xm, ‘t’ ‘’ mmy tt t

y t ty t ty. T tt t ‘t’ mt

t t . i t t t , xm, ic t

t y t t t t st tm, t tm ‘m’ t

t y t t t. it mtt tt mt, t m,

t y-t- y t tt t t

t t.

T m t y t t t :

• Respecting integrity: T m ty t t t

tty, mm t tt t, t t

t.

• Raising visibility: My t ttt t t t t

ty y tt ty. T m mk t t t tt

tt m t m my ( ) t,

jt, t mmtt, t t t , y

m.

• Promoting access : M t m t t t. T m

t t t tt m zt t t, , t mk t m m t mmt m t.

• Challenging rights violations: T m mtt t y x t t,

mt t t t t crpd.

sm t t ceecis m t t t t t

t, t t m t , t 14 t 22 t t

m t k myt t ty, t t t t t

ttt t t mt t. sm t

t mt, , tt mt k, , txtz

m tt qky ty y mt t tq, k t.



V

65


i Kyrgyzstan, M Jy, Kyyz t y , t t

. w m t t t mt t t, t t m

t.

T tt t Turkish t Tk t,

t t m tt tt t t my ty

tt.

pkt t tty m Russia, t t m t

t t ty t.

i 2007, Ukraine t -y k y t t o-Mt m t

ty . e yt t tt m t k tty y t m mt t tk .

i Kosovo134, t mt y t ty , t

m k t t itt dy dty a.

Bosnia and Herzegovina dy atm, t t m t t t tm

tm.

T Croatian unice ty t ‘First 3 Are Even More Important!’ m 2009,

m t t t t t t t t y, t

m. it t t t t, t t y

tt t mt y t y tt tk. unice

m t k mtty , t t tt t k

t m t t t ’ ty t, mty m. at y tt

2009, t my t.

a xt m Uzbekistan , t t mt

t t t t t.

t t t, Tajikistan z t m t t ytm t

t t t tt.

Romania m ’ t t my, tt t t m

t m t ty, t t undp unice c ptt.

Country-level initiatives to promote awareness o the rights o children with disabilities

Socio-economic barriers

dty t q ty. my m, t t t t ty

t m t t; t t my ttt, ty, mt

t . My t t m ,

m y t t. T mt tt t , t m q

m k t tmty. My tt t t,

q t tt t ty t. oy t tt m

t t t ymt. e ceecis t m m t, m

m m ytm tt y ty (uzkt) t t y

m (Tky), my t t t t.



66


POSITION PAPER

I II III IV V VI

T t t ymt. T tt t my

m tt t t t tm tt t ty t ty

t ytm.135 T k tt, t, m t ty t t

. it t t t y t t . xm, g m

mt t t ty tt t t ; t t m t-

k mty m. smy, r mt t t ty tt, mm

ty mt t k. tm, t mt t

t t ty t t. h, mmt ty t ymt

m t t m tt tt tmtzt.

gmt t t t m t ty t t m ymt t m

mm m tm.

i Jy 2009, rm t t m t t t y 100 t.

c t t m 0 t 2 y mty ymt 400 l (us$128) t 3 18

y 84 l (us$40 ), t mt t m (l 448 /2006). Ty

m t tt t ymt y t tmt ymt ytm, ymt ty

t y mt t t t ty ty. i t, t stt mmty

t, t t t ‘’, ty t stt

my tt. a t unice rm, ty t y

tt t mm tmtzt m t t t.

Making social allowance payments user-riendly or parents136

Creating inclusive learning environments

s y t t t y t

. T, t t t t t t

t tt t .137 i t mt t

, t . it q m tt t t ytm

. r ty , t t my tt

t tm, t t tt y, t tt tt y t

t ’ t.138 tm, t mt y t crpd, m tt

mt ”ensure an inclusive education system at all levels” .139

i t t , ttt t t:

• b t t .

• e t t .

Building inclusive cultures within schools

e t tt t t - tt t t t

mmtmt t -mt , t tt t t t mt t

t . T mt tt t tt t t

t t t m, mtt t t tm.140

T t t x tt y ty m t ,

y ty mt j m t t ty.141



V

67


i k t t tt t m m , ty t t

t .142 i , t t t t, t tt

. T mt t mt cs mk, -mt

mt . it y xt tt t ,

t ty mmty t t. a mm t mmty

t y – t, mtt t, t t − t tt

t. T t mt tty t t

y ty mtt, t k tt, t t t t

ty x. et t m t t t,

, t-t t t t t t mm t

t t k ty tt ty t t t t t

mtm .

Evolving

inclusive practice

Producing

inclusive policies

Creating

inclusive cultures

Achieving the necessary environment to promote inclusive schools143

Realising the

right to access,

quality and

respect ininclusive

education

(s t s amt m t t t t m )

T y ft t t t : m t t,

mt, t , t, y , ty t

y t t t mmty .



68


POSITION PAPER

I II III IV V VI

• i t t t k t?

• d t tk t t?

• h mm t t t?

• a t mmty t t t t t t?

• i t mtt t m mt?

• a mt t ttt t t ?

Checklist on attitudinal change144

Ending segregation within schools

e t t t t , ty t

t ty my tt m m t tt t . uy t

‘ t’ tt mty ttt t t mt t t, y

tm q m t.

et t tt t t t t mtm , t

t t t t y. et t “whereby all students participate

together in the classroom and the teacher eectively and efciently reaches all students in a heterogeneous

environment” .145 T , t ytm mt tt, mmt

mt t t m y t tt, mty k tt

mmt.146 my mt t mt . M t

t, mmt t t ymk t .

at t:

• i mmtmt t m t.

• d m m mt. s, t, m ,

mtt, t , t tk, tt .

• p t t mtm t t t.

• Mt t tt t t tk t my my.

Mt t t t tt ytm tt

t t tm t .

Working with and supporting parents

T t tt t t ’ t ky t t t ’

t mt t t, t tm. T m

x tm, mt ty t t t t, t t m, m

t tt t ’ . cqty, t , mt t, t t

y , t t, m t mmt t ’ t.

c tmt my t t ty t t t y t.

m t k mt t t t ty, my mt

t t . Ty t t, x x tm m my

tk, k tt t tt ty t.147



V

69


s tt t mk t t t ty k t t tm

t t ’ t. Mm t t t t tt

:

• pt t mm t t t t ’ . My mt

y t - ’ tm, t t-t-t , mt-

, ty t t -t- t.

• rt t t xt t k t t .

• b t t tm , tm t j

mm xty t .

• g t t t t ; t’ xt

k t ’ t t t.

© unice/Mg/0654/Mc



70


POSITION PAPER

I II III IV V VI

ThE RIGhT TO quALITy EDuCATION

et t t t qty t y tt, t t tt t m -my t my m my t y . gmt

mt tt t t , -, t t m

qty t t .

Positive learning opportunities

T cmmtt t rt t c m t mt - t t tt t

t t ' , t, mt m txt, t t t

, tk t t ’ t.148 it mt t t t t

t, t, mt. a t t t

t t ytm t ky t m t qty t . 149

Securing the appropriate individualised support or children with disabilities

o t ky tt t y t t t tt

t t ( iep), y tm ,

t t t tm, t m t , q tt,

mk mt tt tt t t ’ . at iep

t tt t t ceecis , ty t yt . rt t tt

m t x t , t my x t t y

tm ty.150 i m t, iep t t ty t m t

tt t , t t tm.

i Georgia, t mt tt t m t

mt. ‘eqz t t m’ ‘ty t tt’ t tm

t. T m tt t t mt t .

i Azerbaijan, y t ty z tm,

t t t mt k t t tt.

i Croatia, t t t t mt t y - .

T t m t t t tt

m mt mt.

Acknowledging diverse learning needs in the classroom151

a k mt, t t k t t tty t

: t t mmt y t, tt t.152 i

t mk tm t t , t t tt:

• z t t t t ;

• t tt t , t-tm tt y

mt;



V

71


• t t iep tt mt t t t ;

• t t tt tt , t t t;

• iep tt t t t y t tt;

• tt j- t , tm t

t m ty m ;

• t/ mmt tt t t tm,

; y t;

• t t t iep tt;

• t t , t m t.

by iep, m t t t k t, t y t t t t t , t t y

t.153 T :

• pt t , ngo, t ttt t

y t t t, t t

t t t t t t t t xtt m t

t.

• iz t mm mty t , t y

mmtmt t mt t, t t k t

tt t x ty t mm. at ,

k y tt.

• rt t t mt t t t t . it

t mt tt t t t txt tt m ,

jt t t t tt t.154

Developing inclusive curricula, teaching and learning methods

a mt mmtmt t t t , t t q

t t t m, ty, t t fx . a t , t t

t xtt tt mt t m t, t t m tm y t m m

mt. i t unice y t t t , 18 t 19 t tt

ty t qt t mt t t t.155 e t

mt , t t mtt q xt mt t tt

t t. s t x tt tt t mt mt t

m -tz t t k t t.

a t- q m fx t t m t.

lk t t t t t ytm t t

t t . it k t t t .156 it

q fx m t y , t

jtmt t . it tmt t t k t tt mt t

t t y .157



72


POSITION PAPER

I II III IV V VI

Benets or all Children:

• c m m -t t -tm.

• Ty tk tm t mt.

• Ty t ty t t .

• Ty t t y t ty t t yy , t y

t m.

• Ty t tt ty y t t mt t.

• Ty t jy t t t m tm, t t t

t t t .

• c m t mmt k tt .

Benets or Teachers:

• Ty m tt t y t t t k tt.

• Ty k, t t y tt.

• w k y t m , ty m t ttt

t , tt.

• T t tt t x y mmt m t t t

m t t t , t t tk, t t

mmty mm.

• by y t , t t tt t m tt, m t

m ttt. a t, t t t t m t k.

• T x t j tt mmt all

t t t t t.

Benets or Parents

• pt m t t t.

• Ty m y t mmt t t .

• a t k tm t t , t tm q

t qty tt .

• pt t tt t t t m y tq tt t t

.

• Ty t tt t t t mmty, t t t’

m.

• Mt mtty, ty k tt t — all — qty t.

Signicant benets can be achieved at all levels by adopting an inclusive approach

to learning158

T mt mt t tmt

t my t t ty t, ty t t, t t y

q tm t t k t tm ty.

• Active learning: ey t tt t . T

t t t ty m tt tm



V

73


m . T t, t t tt tt,

t tt tty t t my tmtt k. a m t- t

q tt mt t t t t t,

t t tmm mt t t. a -t mty , t,

t t tt, y . T tt t mt.

xm, t mt , t t my t t, m, y,

t mk tt t tm t t t t y tt k t

tm. it t t t t t t t mt t

m tt t t t xt t t m.

• Teaching methods: T t t t t k t t t

t t t . T mt , xm:

– fx tm-m ty t jt;

– t k y;

– t t tt t t t mt ;

– t ;

– mt-ty tt;

– t m t t t k mt;

– t t tty t t jt, tt

mty, t tt m tt jt;

– tt tm t t m- k.

• Curriculum content: c t t, t , t t q t

m m t k, tt t t k q tm t

t , mk - , ty ty, t,

t tk t ty -t ft t. T m mt t

m t mt m, mt t t t ,

t t mt. Txt k t t m t t

t mt.




74


POSITION PAPER

I II III IV V VI

• a -mt, t ty t t t t

m?

• a m t ’ t t t m?

• d t m t -xt t t t?

• i t m ( q )?

• i t tt t m t t t t yt?

• a t mm, mt t mt t t t yt t?

• d t m ( mt mt) t k mt (t

t t fxty)?

• d t m mt t t tt, t hiv-aids t?

• i t m t t , t tty k?

• d t m t t mt, ( t mt t

k t mt)?

• d t m ft mt ( qty) y ty?

• i k (m tk) t tt t m t tk

mt t t?

Adapted rom: UNESCO Policy Guidelines on Inclusion in Education

Checklist or Inclusive Curricula

Creative use o assistive technology

at Ty (aT) t y tt mk t tt t ty

t m t. s t x t t tt t

y .

a) Physical resources

cm q t t kt tty x t t mt

t t , mt, ty mt t tt

-mk, b -t k. ay t t m t m, t t

my t ty t y t mt t t m tm. r

m q t ty t, y t k

t t tq, t t mtm m.

b) Computers and ICTs

imt cmmt T (icT) t t t t,

tt fx . my , mmt t t icT t

tt t t mmt mt, mt mmt, tt, t

. u mt t t ty t tt

, k, mmt k, mt k, m k

t k t t ty. xm, t

mt mm t. c

t k t mt mmt t. icT : ky, t t



V

75


t , t t t; t , m y t t

t y t m; tt tt k, tt t

m t m. sm t ty tt t t mt

mt, t tt k kt t tt, k t t

mt, tt ky tt mk t t t mt. T ty ty

mt t tt t m. , t mt

t t t . at ty t t t

tt' iz et p.

i t t tt icT t m, t t t :

t t ty, - t t, t tk .

Rights-based and inclusive assessment

amt t tt tm t mt y t ytm.

h, t txt t, t mt t m y y

m t. T m t ty

t t mtt .

Student assessment

amt ttt t mt t t mt t

. a mmtmt t tt t t t t t

tt m t t tt mt mt t k,

tk t t ty . i t, t t mm , t

t y tm m mt. Tt ytm mt, tyyt tz mt tt t t t tt ,

t x t t x qty, t t tt t t.

Yt t t t y t ytm mt tm m t

t , t t tt m- mt t t t

t.159 i, t my t t tty

my stt’ tz mt tt, t tty t tt

my t t. c tmt t t m t

t t m t ytm.

r mtt tt qty x mt , tt

t t t t t . st t t m, t t m

t , t t mt m. wt t

t mt, t mmt t t mt t

, t t tt t t . 160 i, m

t oecd t tt ie m t m - tt, t t

ttt t y m tt z t k t tt.161

i t t tt mt ytm, t t

:

• i t m tt y tt qy -z-t- m. it

ytm z t, mz ttmt t m t qt

tt m y.



76


POSITION PAPER

I II III IV V VI

• amt tk t/ tt m, , mt

t -tm t k t tt

ty t.162

• T tt , tt t , fx

tt t k t .

• stt mt m t t m, t t

mk mt m tt mt (mt mmt) t m

tt t .

• i t mm t mt t t t t

t t tt mt.

a m t t t t

t us tt, m t t , tt t t m

tt tt -t t t k. i t, tt

t t mt tm m

tt, tt tt t - tt, tt m t -

tt tt m tt tt t . T tt

tt t t m m t t m, ty

t m tt m tt t tt t . o, t tt t mk

mmt mt t t m mt, tt t t m

t m -t t tt. a t tt

t t t , t t tm tt tt t

t m, ty mz - tt t tt.

Evidence o the benets o inclusion163

School sel-assessment

it y t t t t t mt,

t t tt ytmt mt t y t t t t. s

s-amt m t mmtmt t t

mmt. r t tt t t, ty ty

y k, m t m ft t t t mt:ty, t principles tt m t t , ty t t t , , y,

t orms o evaluation, mt, tt t m t m.

T mt tk ty t y t mm

, t tm t mm t mmty. T

mtt t y t y t t m ky tk

t m m , t mt tt

t t t. T tk t m t tt t

t, t mt , t t t

t m t mmtt. Mt mt tk tmy yy ,

t t t t m, t mt, tt, tm tt t,

tt tt m y tk t .164



V

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Levers or change towards inclusive education165

amt tk t t t tt, ,

t . T mt m s s-amt :

• Set objectives − what is to be achieved? T t s dmt p

t t , t y t t t t . i

t t t t access t t t

quality ’ m rights are respected. a tmm tm t

ttmt t jt.

• Establish benchmarks and indicators − how can progress in achieving the objectives be measured?

s, t t m, t tm t t t t

m . T t t t t t , qty t t

t t, t , t t m.

• Collect data − what inormation is needed in order to measure progress? imt t

t ty t t t jt t t y . it t qttt

qtt. it mt t t t x , t ttt t,

t y y t t. smy, t y t

t my t t ty my, m t t mtt t

mt t t, t , xm, t t t ty y

q, tt t x t.

• Monitor the data: what does the inormation say about progress towards achieving objectives?

dt t y t t t jt

t tm t t tt .

• Evaluate the ndings and analyse their implications: what are the lessons arising and how might

they infuence the programme and next steps? at t t tmm, t t

t t t . T t y t t jt

t t tt t t ttmt, t m , t t

School development

Principles

Forms of evaluation

Education

departmentCommunity



78


POSITION PAPER

I II III IV V VI

t m. it ty k tt, m t

t t, xm, , ty-, mt ytm,

y mk. a ky tk t t t y

t, mm, t m.

• Disseminate and communicate the ndings : who should know about the ndings? it mtt t

mt y tt t ty t , tt

t t. Ty t t m t y mk, y

.

Indicators or inclusion166

T t m tt t mk kt t

t m mt.

Evolving

inclusive practice

Producing

inclusive policies

T

tty mt

ey m

l tt

t

m

T k t

mt m t

ty

st t

t

c m

t

T

y

t t ’

T

t m

mt

amt

t mt

T m

yy t

T

t m

t

hmk t tt

t tt t y

’

c

qy

st

t t

Creating

inclusive cultures



V

79


i t t t , t mtt tt t:

• py m mt -mt, t t t t tk

t , t m tt ty xt t tk.

• s tmt t k t mmt t tm y t tk t

, t y t.

• em t t t t t mt

tt m m tm mmty t ttt t

t.

Investment in and support or teachers

Qty t t t ty t t mmtt

t t . nt ttt m t, t , t, t,

t t my mm, tt t mj t mmtt

-y .167 T’ k, t t ttt t

t.168

Teacher training

T tt ttt t mt t t qty t. st

t t t t t t t t qty

t t y . p t q t t t t

t mmtt t tt m y m t tt t-tk

t m mtm t t ‘ty’ t kt t t.

h, -t t t ‘ty’, y vytky, t t jt t

tt, mt t t t t t t ,

m f ty t t . vytky tt t

t t t t tm t t t t t ty ty:

t ’ ty t y m y t t ( t) . h

t t “zone o proximal development ”, t t tt

tt mt mt .169 T tt t t.

cty- t m ky t t k t m

t t t m t tt jt t. ay, ‘ty’ -

t t tt t t.

a t t q t mt t k mt, k

t t t. i t tk , tmt t t,

t t t. T :

• a ytmt -zt - - t tt t t mt

t t, t t ‘tt tt’, ty t

t m tt t mt t t t ty ‘mt

t’. itty -t tt mt t t t

mt t all m tt.



80


POSITION PAPER

I II III IV V VI

• r t tt t t t tt t m:

– -t mty;

– t mt-t mt;

– t t t t t t ;

– m t, t t -mt m t;

– t t t t mt;

– t tt mt t tk mty .

• i tty t k x t t t.

• m t -

tt t .

• p tt t t x t t mt, t

t t tt t.

• o-, -qty mt tt t tt

mt.

• ct t t xt t t t t t.

it y t t t - t t mm t

t mtt t t.

sm t t t m t mz t y t t.

Kosovo171 t xmty 300 my- t tt t

mt t t . a t ty h et

q tt t tt tk t t t t b’ t t

t . a Mt’ t . a t t -

jt, mt t t t t tm tt t t

k. at t t t , t tt m t

t y t t t txt, t mt t t t t

m, t tmy t t t t.

Azerbaijan t t- t t t m t y .

i Armenia, M et, -mt zt, t t mt tt

t t t stt p uty.

Serbia tm t unice t -qty t tt

ttt t y t t ty, m m, t t ty

t m ' t t ytm.

i Russia, mt t t xt t t ty

tq m fx . h, t ty t t t yt t

t tm t t t .

Developments in introducing teacher training or inclusion170



V

81


Support within schools or teachers

w t t , t t k t y y t, t , t tk t t. ct t t tmt

t tt t t. T mt t :

• Dedicated teachers with responsibility or inclusion: w t mt ty

t, t t t,

t t t, t -t m t t t . T t

tt t tty t y tt y mt.

T m mt m, tt, mmt m mt.

s t mt tt t t t t. l t m t

ky t t .

• Appropriate stang levels: T t t t t t t. T t t m mt m t t

mt. r k t t

t.

• Strong support rom school leadership: i t y t y. a

mt t t mt, t t,

t t mt t m.

• Co-operative learning: T t tt t tt. e t tt -

t t t y – tt – t fx

-tt t , m tm t tt tt.

• Heterogeneous grouping tt t t ty ’

t m. s tt -tt, ,

tt t , fx tt t y .172

• Joint problem-solving y t tt t t ty my

t tt ty t y t t.

• Co-teaching, t k k tt t t m.

• Community-based rehabilitation programmes t y t k t

t t . Ty mt k tt t mt t t

t t m. Ty tt t t t y

mt ’

• Involvement o amily and community as resources: pt mmty mm

t ty m t mz t t .

T t t tt mmty mm t m tt

m mmt t fxty t t mm

ttt tt t t t . h, t mtt tt

mt t ty t t t.



82


POSITION PAPER

I II III IV V VI

• a t t t y ty tt t ty?

• i t t , tt, t tt

t tm?

• i t mt mtt t y t

mt?

• i mtm m, ty t t t mt mt-t tt t

t y ?

• a t mt ty?

• a t mt tt?

•a t mt t t t (, yt t)?

• a t t k tm?

• i t k jt-t?

• i t mty tt?

• d mt t t t t t (y m, m, t.)?

• a t t t t t ty?

Checklist on teachers and the learning environment173

Establishing resources to provide specialist support

i t ceecis , t ty t t t t .T tt xt t t t ty t t t t dty ittt

my ty m t m . T t y mt t

t t. i t t y mt t t

t, xm, t tt t y, tm

t t t t .174 a mt t

t-tm yt, mt t t tt ty y t

tm t t t..

T mty y t t t

t:

• Creating resource centres: a t t m t ytm,

t tm t m xt t t t ytm. Ty

t, t t y t t t m k ty t

t tt t t xt x t t t .

xm, t m t :175

– t t t ;

– t t t t tt ;

– mt mt mt mt;

– t mtm t, t/mt iep;

– t-tm t-tm tt tt;

– t t t mkt.



V

83


T m t t-t y t t

mt t.

• Creating partnerships between neighbouring schools: pt mt k

tq m t t t tt t

ytm t ttt. i t, m m t t

t.176 T t t y t t - t

t t t t t t . M

t t ty t, mt mt t, xmtt

mt tt mt t. pt t

tt t tt tt t my y .

• Building multi-disciplinary support: a t t , zt

t, t k ty t m m

t t t. st tt fxy t

zt, my-, . Ty t -t t

t t t t t, t , t t

t tt t t t . T t-

y t:

– tt t k t t xt t

’ ty;

– t tty -mk t t y , t

m y y, mtm t, t m k t

t t-y . T q mj ttt t t t t

, t t t.177

• Development o collaborative practice and provision: ntk mmt, j

my , t mt-y k t t. ott t

t t k tm, t ty , t tt mt, tk

t t t m , t ft. s t

mmt t m t y k tt t m t.178 c-t

t tm tm, t, , t

t t t, mt-y tm mm t.

• Utilising parental expertise: pt t t t

t t t t m t . Ty t xt t t

x t t tt , y mt,

mmt , , m tt mt t

t mmtt ie.

• Teachers’ conditions o service: i t xt t t t t , t qy

mtt tt t t . Ty t t, qty t. lk

t, tt, y qt t m t mtt t

t qty t k. im mmt, y, t ytm, m

t t f y, kmt t , tt

tm t ty t t t tt t m m mtt ,

q, t t. i t, t t k

mt . r m t t tt m

t tm.



84


POSITION PAPER

I II III IV V VI

A child-centred, sae and healthy environment

mt t tmz t , t t, t t tt, t tk t t t t, t . T

tt ttt t t :

Promoting health

i t t mxmz t x, ty t y t t

. a -y un tt (resh) t 2000 t t t t’

t mmt t t, y tt mm t mj

tt t et a.179 it tt t my t

t t tm, t ty m t mt t , t t,

t tt t mm y t. T t t mt

m t tt, ty ky t t tt mmt tt

mt.

c k t t t m t . xm,

t tt t t t

mt mt t t. it t t

. s t ty my t t mmty, t t y

t mmty tt. T k t t ,

mmty t my, t ’ - .

i tt t y t t t, t t

:

• c t q t m tt /ty t

t t t.

• i tt t t t tt t tt

t t m. i t, jt t t t t

mmt - t, t.

• w mmty- tt , t m- -

t m t my/m mt.

• et mmty t mt t tt t t t

mmty mt t t tty y mmt .

• p tt ky: mt mtt tt t

t mm t my t .

Basic health and saety standards

ht ty t t t t ft t

tt. xm, tt t t t

m mty. ct t t t -, tk t t t

t t m , t mt t

t , t t y. a ty mt t

tmt tt y t . itmt tk t t



V

85


y t t tt t t y y. c,

ty zt, t mt. i t, t

t t t y t m . T m tt t t k t

. iy t mmty t t tt

m y t y t . y, mt ,

t t t. i t t m-m t, all mt t

y t y t mt tt mz ty t

tt.

© unice/Mg /1813/Mc

RESpECT FOR RIGhTS WIThIN ThE LEARNING ENvIRONMENT

a m t- t t t tt t m t y

t . i t t t q t y t qty t, -mt,

tmm t ty t − y t − t t

t tt tt t t t t crc t t.

Right to respect or identity, culture and language

hm t t t mt t t ’ tty, t.

T t t m m t tt. xm, at 30 t

ct t rt t c t t t t jy t t, t t



86


POSITION PAPER

I II III IV V VI

t , t ct t ptt pmt dty ct

ex (2005) t t t t t ty. T t t t t

y t t . at 30(4) t crpd tt tt t

t tt, q t t, t t t t t t

tty, t.

T t t t , tty t mt t t ytm. unesco’

ct t dmt et tt t t t t mt. d

t t y stt, t t t t t tt t ,

t t x mt m t t t t mmty

tt t t t t t t t . at 24 t crpd mk

tt t xt qy t : t mt t m tt t .

i mmy t:

• c t tt t t t t t tty.

• s mt t t m t t t

t.

• c tt t t t t t t t .

i t t t, mt t t tt t x

mt, tt t t t t , tt y t m t t

x t t q k mty .

wtt t, t t mt t qty t

tty t m . it ty t t mtm t

tt t tmt m t tt, zt . T t

ytm t t t t t tt tt tt tm t

t y ty t mty, y my.180

Respect or children’s participation rights

at 12 t crc t tt tt t x t mtt

t tm t tm t t t mtty. at 7 t crpd

tt t t t, q mt t tm t “disability

and age appropriate assistance ” t t t. T tt k t t

t m x, t. T t y t t t − t myt t t t t m, t t t mt

t t y.181 it t mt tt t t,

x mt, t tt t tm tk y

tt ty t .

i t, t t m t t t t t t

t f t tt t t . h, t t t

t. lk t t t t t t, -tmt t

t, mt tt ty t t x, mmt , k

k t t t, ty tm y t.182 ay, t t t

ty t t, ytm m t t t t t mm

t t t, t , x t t t .



V

87


At the governmental level

• itt t t t t t t mt , q tt my t -mt mt

t t t y. T cmmtt t rt t

c t tt t “need to be enshrined in legislation, rather than relying on the good will o

authorities, schools and head teachers to implement them”.183

• dmt mt tt t

, m t ty -mty .

• ct t t t y t t t

t mt t mt t t, xm, ty,

t, mt .

At the municipal level

• ct m t t mt x,

t m t qty t x. s m mtt

t m t mty, t ’

zt t t tt t .

• et t t ’ m y-mk tt t

m f y t t x t t.

• itt mm tt t x mt,

t tk y t t mtty.

• st t t t tk t t tt,

t t t t t t ty t t

mmty.

At the school level

• etmt t y t t y t .

• dmt t t t, , t ty

-mt.

• itt tm mt t t

t’ t t t tt qy.

• p mm t t y t t t ty

t ty x m .

• itt , t mt mm t t

t .

Right to respect or personal and physical integrity

T crc m t y tt tt m m t tt

mt m tt t t ’ ty.184 py t m mt

ttmt, t tt y t t , t y t t ’

t t tt m t t -tm y m, mt t mt, y t-t t .185 by x t mt



88


POSITION PAPER

I II III IV V VI

t tt t t t, m t ty t ty,

jy .

h, t t y t t all t ty t

t ceecis. T t t tt ty mt t

t mt x t m t t . i t r

ctt t un sty v t c, y y mt,

, y x ty t tm, -

t k mtt m mt.186 T g sy hiv/aids dty t tt

t t ty t k y , x , yt jy

tt t t ytm tt, t m tt

t t - .187 T un sty v at c m t ,

t t tt t tt t t y t ty

. it t t tt t t ty , t t mt t

tm ty t y tt mmt, mt t ty t ttk

t t . tm, t tt my , y

mz tmtz, t t mk , t t

t t t y , x y, ty t

.188

Teachers: d t t, y t. sx y t

y t t m m tt.

Fellow students: T tt mt, y t t y ty m t t , t

m t t m, my t t’ yy

m, y y t t tt . sx y tt

t k t y y y mt.

Travelling to and rom school : d t , t jt t y ,

t, t t y mm t mmty t y t m .

stt t y tt mmt m t t t k.

Residential schools: i my t, t t t t ,

ty my y m t m mt y. T ty .

c mt t t m t jt t t y

x .

Lack o reporting mechanisms: mm tt y tt, t

t m t tmt. pt/ my tt t m

t t t , tt ty m m mm

tt xt. o q , ytm t t t t

ty t j. c t t t k, t t -

t m ty t .

School violence based on disabilities189



V

89


ny t t , t t, mt . h,

t - q m t mk tt. s tm

mtt t t y, t tt t t tt m ,

mt t , t -t ft t. Ty t

t tt t k tt y , t t mmt t

k k t mmt, tt ft m tt y. T

xt t tt , t t, q t t t tt

tt , tt t t t t t m t -t

t.

i t t , t t :

Legislation and policy

• c t mt mt xty t y , y t

y m. T cmmtt t rt t c t tt t “is an immediate and

unqualifed obligation o States Parties”.190

• pmt - m y t mt mm. Ty

mt ttt t t t ty m , t

t, t - m , tk m t

t tt. Ty t mmt t -t mm tt t

t ytm.

• gmt t mt t m tt m t

t, tt t- mt t m t . T

m y m t mt z t t t

t.

• c t ft t t mt y

t, tt t m mmt. gmt tt t

tt t t m tt y ty t t

. cmt y tk y t , k tt y

t y t t tt.

• c, t t, ty t , mt,

mmtt mt mm, t t t

mt t mm.

Planning and design

• w , mt tt y t

tt q t t tt y tt

.

• t ty m t-k tt , t q t

ty – mt ‘ t’ t

tt t .

• s t m t t tt tt t t m

– y , z t q -t t.



90


POSITION PAPER

I II III IV V VI

Training and curriculum

• a t t t t t -t t mmmt tt, k t t tt y t -

t t t ty. Ty t t t t ty ,

t t, t y-y.191

• cm, txtk t mt mt t m t, t,

qty, -mt -t ft t.

• rt- k mm - mt t m t jt

t, tz t, t-y, m t t, ft t

mt.

• rt t t mt tm, t t,

t t mt, y, j mt

-t- t.

Public awareness and knowledge

• s t t t t t mmty t

. stt, t, t t t , t ,

, t- , mmty t t

t .

• dt t tt t tt tt tt t

t t, t t mmty, t t x

. imt t t xt t mmt mt ytmt t , tt t .



91

VI

role o non-sTaTe acTors

© unice



92


POSITION PAPER

I II III IV V VI

t t t t t t q t y t t t

mt t my t t, t, xt my mm, , t,

mmt, ngo t. w m t ttmt m

tt t t, ty t t ty t t y-

t-y t t t mmt. b mt t

m t t t t t t m t t t

mt mmtmt tk t ty. et t t tty. T

t, ttt mm mmt mt t t.

T t t t mm mmt y m t t stt,

t t tt t tty t. xm,

mt ty t mmt , t tt t t t

t y , t, xm, ty t t t

t tt . it mt k tt mm ty

t t. T tt t t, mt t t

t, t t t t t t . T , t,

t-t t t t. rt m t t tt t x

t, t t t y t t t tk y.

a t mt, my t t t t t t

t tm m t t t mmt ty . itmt t t

k t tm t m t . T tty t tt mt y t t

t t t t, k t tt ty t , t xtt t

t mt mt. c’ mmtmt t t f y

t xtt t t t t tm, y t ty t tty y t ttt t . c’ mt t f y t

qty t, t t mt my, t xtt t ty t t

t, t ty t y t , t t m t

m t tt. a t t t t mt t. bt ty y,

t mmtt, t mt t m t mt mm t mmty.

pARENTS AND OThER CARE GIvERS

pt ky tk t ’ t. Ty t t, m,

t t y t t tty t .

Parents as partners and advocates

pt t t t t mt t t t

t t. Ty y t t tt t t

t t t , t t , mt , ty

k mmtt t , m t t t t t

t t.

Consultation and engagement with parents

pt t t t t t t y t mm t

m , qty t t t t. Ty xt

x tt t tt t t t m ty t



93

role o non -sTaTe acTors

VI

. T t mt tt t ’ t .

T mt t t t t, xm:

• y mt t t t, ;

• y t t t t t;

• mt i et p;

• mt s s amt;

• mt ;

• t ;

• mt mt mm t m ty ;

• tt t/t t .

Provision o education and advocacy skills or parents

My t t t k t t ’ t t tk

y xt y . h, my t k t mt

t t t t ’ mmt t tt t . T, m t x t

tty jt, t mt tt t t t

. l tt, tt t t mt, t t mt t t

tt t t t tt tt . Ty t t t

t y mmt k t tm t t t ’ m ty. i t

q t k, ty t y m mmt t t , t tt t t

t t . pt t mm k t

t t mt q y t t t t t ’ . pt

t m mt t t tt . wt t,

t q t ty t t t ’ t m t, t t

t ’ , m t t t m t qty

t .

Provision o inormation

pt t t m mt t, t

tm t . T tm t tt ty t t ty,

t , tt. a t mt t ty

t, , t tm. Ty mtt t t tt, t m, t xtt t, t tt

ty y t . y, ty mt t t mk mt t

mt t, tt ty .

Parental responsibilities

i t t t t t t y mt,

t t tt t t ’ t t t t:

• p mt t y y t ’ t tt .

• st t t t t t t t t .



94


POSITION PAPER

I II III IV V VI

• ctt t ’ mt .

• e tt t , y tm .

• gtt t t t k – t tt , mt t

t, mmtt, tt , t.

• s mt t t ’ k.

• e, t t tt xtt , tt t ty

t .

© unice/nYhQ2011-1091/holT

CIvIL SOCIETy ORGANIzATIONS

wt t ceecis , t m tt, t ty

zt y ky mt t t t t t t. i t

stt , ty t y mtt t y t

m t. cy, ty t ttt y mt

t t t. Ty t t- t t m t

m t. h, ty y ky tt t , t

m ty t t mt y. T zt

y t t xt mt. b

t t t zt t mt.



95


VI

My t y mtt . p t tt t t

t t t t mt t t. xm, t t t

mk mj tt t t t t t m mt

t t, t t m ty, m t t t

t mt m . T t t zt

t m t . T m,

, y mtt t mt t ttt t t.

Collaborating in the provision o education

ngo t t my xt t t,

t y m t , t t t

ty-. it mtt tt t mt t t tm, t

ky t, t tt t x ft t mt mm t t t t t t t. Ty t -

mm t t . Ty mt, t mmt

tt t t t t t t t. o t

t mt ty zt t t tmm t t

m t t . ngo mm t t xt t

t, t tt m y t ty mmty tm, .

Mobilising and capacity-building

T k tk y ngo y t m- y- . o t m , t tt

y, y tty ty ty-, xm y mt

t mt mm ty mmt. ngo y

t t tt mm t mt

mtt. o t y , ty tt y t ty- :

• p t t − t t, , tzt t ty tt ,

t t mt x mt .

• gmt − y t t tzt .

ThE INTERNATIONAL COMMuNITy

T tt mmty ky t y t t t ty t mt

t t t t t t t t. a my tt

, mmtmt t t xt. T unesco et

a t rt t et p t dt: T i t t t

tyt t tt t t t t, t t dk mk, z

t t. T eu mk mt t.192 T c

e m tt t t t m t m t t -qty

t t y t mxmz t tt t mk t tt t

ty. tm, tt ty t t t t

mt t xt t mt t t, tt

tz .193 i t, t t t crpd, t ty tt, ty

s c, m hm rt. it t mmt t

q y t t t t mtm t t.194



96


POSITION PAPER

I II III IV V VI

i t 2011 , t un g amy t tt t t crc t

t t om rt t t , t

t. it mk t mt t t t t t m t

t zt t t t t t t − y ,

my my t t q tty, ty ,

t t t mt t ty, tt mt y t.195 it t

t tt mmty t t t tt t t t t,

t y ty, t t tt t t t

tt k- ty- t t t t tm y

mt, mm mt, t.

© unice/Mg/8391/Mc



97


VI

T p dt a et mt t t t m

t- tm tt ty-, tty tm mmt.196

T t m t oecd/dmt at cmmtt (dac) t ’itt

hm rt dmt‘, mt t t:

• d t tttzt m t t, k t t ytm,

t t t qt t tt tt t t t.

• st t tt t m t t txt mt

t, t ty- t tt.

• p t tt m t t tk t -t ,

tmt mt y.

dmt t t tt t mm m t- t,

:

• Providing technical expertise and building capacity t stt mt t tt m t

mmtmt.

• Facilitating stakeholders’ capacity to claim their rights – t t t m

t t t ty t ty mmty t t m t t, t

t tt tm t .

• Holding States to account – t t mmtmt t t m t t

t stt t t t mmtmt ty m t ty tt m t

tt, t t tt t t t t.

• Building strategic partnerships to strengthen eciency – t t ty

t t tt y t mm mt -

t t t t , t .

• Building systemic change − tmt t m mm t tt

t - ytm , t x t tt my qty my

t m tt tt mty t mt

mm. a m t- tt ty t t mt t. cy

t ty t y -mt y t ytm. bt t

m t, t t t t t tt t t mt

. Tt tt y t y t t t, t

mt y mmt.197

• Support collection and analysis o data m t, tt t t tt

m y-mk. T -ty m , ty

m mm t, y t t t t t

t y t m .



98



99

suMMarY

KeY sTraTegies reQuired To realiZe

The righT o children wiTh disabiliTies



POSITION PAPER

© unice



I II III IV V VI

100


POSITION PAPER

GOvERNMENT-WIDE MEASuRES

Political will and good governance

• M t mt tty, ty, t jt t .

• rt mmtmt t m t m t tk t x

mt t t t t t ytm.

• s- mm, tt tt – - y

t t mt.

Government structures

• rty t t t t t t t mt t t

t t .

• c-t t mt t t m t

t t t t t t. exm t mt ,

t, k, tt, mymt t t, tt t.

• d mt tt – t t t t tt

tty, t t m y ty-, , t t tt

t.

Ending institutionalisation

• cmmtmt t t mt -tm t ttt t

tt t mmty- .

• itt t y t y mk t t tt t mmty-

tt t ttt .

• stt -t mmty- mmtmt t mmt

t ky tt t -t m t.

• stt t m t t t t t t t m.

Financing

• cmmtmt t t tmt xt t ytm m, tt t

tm t t-t t t .

• p qt fx- -t m, -t m, t

mt t t.

• rm qmt tt t t t .

rt, ty t fx, t t t ’

.

• itt t tk xt t tt tty, ty m

t .



101


POSITION PAPER

suMMarY

Guarantee the right to non-discrimination

• rtt t crpd ot pt.

• itt t t mt ty.

• itt mm mt.

• p mt t t t t m t t t -mt, t

mt t t.

Strengthening inormation systems

• itt mm t ty t ic t t m

ty.

• dmt m t mt mmt ytm t m t

t , mt t, t t

t tm.

• itmt ty - t t.

Learning rom what works

• sytmt mt t t mm t mt t.

• ay mt t .

• gmt tmt mtm t m t m t

t t.

• t tmt t ngo t t x t m t

tm t t.

Partnerships and participation

• cmmtmt t tmt t t m, , ngo dpo t ky

tk t t mt t.

• itmt m t tt m t mt t t t

t k t tt, tty t mmt,

ty k mt t ’ t.

• rt t tt m t mk t t tt t y t

’ t.

Capacity-building and awareness-raising

• itmt ty- t t mt t t t t

t t t t mt t y ytm t t ttmt –

t mt , k t t t

t t, k t.



I II III IV V VI

102


POSITION PAPER

EDuCATION pOLICIES AND STRATEGIES TO pROMOTE ThE RIGhT TO ACCESS

EDuCATION

Removing the barriers to inclusive education • rm t y, mty y t t, t mmt. T

tmt t mt tt t , tt

t mt yy t t y t ,

t tt tt.

• a ttt y m, t t

t tty ty t m t y t t

t .

• a -m t t, -tmtz

tt m.

© unice/TuK/00103



103


POSITION PAPER

suMMarY

Working with and supporting parents

• p t t mm t t t t ’ t m t-t-t , mt- , ty t t -t- t.

• b t t t , tm t j

mm xty t .

Early-childhood education and care services

• itmt y-mt tt t t t tttt mt t

ty t t t.

• p m ecce , tmt, t t t t

.

• d t - .

Ensuring access to and availability o inclusive education

• itt t t t t t t

t t jt t k t , t

t tt t t m t t mtm tt, t t y

t .

• p tt mk t tt, mt t q t

t t t f mtm mt.

• itt t tt t t t t

mtm tt , t mt t m m

mmt.

Creating inclusive learning environments

• b t t t:

– Tt t t - , tt t t t mmtmt

t -mt , xm, t mt -y

mk, -mt mt .

– emt t t, , t-t t t t

t t mm t t t k ty.

– e tt ft t t t : m t

t, mt, t , t, y ,

ty t y t t t mmty .

• e t t y:

– e mmtmt t m t.

– d m m mt , t, m

, mtt, t , t tk.

– p t t mtm t t t.

– Mt t tt t t tk t my

my. Mt t t t tt ytm

tt t t tm t .



I II III IV V VI

104


POSITION PAPER

ThE RIGhT TO quALITy EDuCATION

Securing the appropriate individualised support or children with disabilities

• itt iep ky tty t t t tt.

• i tt, t t t t tt tt.

• p, , t k t, t y ’ t, t

t t , t t y t.

• et t t , ngo t ttt t t

t, t t t t - t

t t t t t xtt m t t.

© unice



105


POSITION PAPER

suMMarY

Developing inclusive curricula, teaching and learning methods

• pmt t, tty - t t mt t t kt t , y, t t tt t

t t mt .

• at m t t q t m m t

k, tt t t k, t m t.

• ct t ty t mk t tt t t t ,

y , mt icT.

Introduction o rights-based and inclusive student assessment

• at t tt mt tt m, ,

mt t .

• e tt t t t t t tt t ytm

z t, mz ttmt t , m t qt

tt m y.

• M tt t t m, t t mk,

mt m tt mt t m tt t .

• itt -mt ytm tt m t mmtmt t t

t ty mmt y m .

Investment in teacher training

• r t tt t t t tt ty my -t mty,

t mt-t mt, t t t t

t t , m t , t, t -mt

m t, t tt mt t tk mty .

• p tty t k x t t t.

• o-, -qty mt tt t tt

mt.

Support within schools or teachers

• e qt t t t t t tm t

t t.

• p t t m , t y t y,

tt t t t.

• imt my mmty m t t mm

ttt tt t t t .

Establishing resources to provide specialist support

• b mt-y t t t t , zt

t, k ty t m m

t t t.



I II III IV V VI

106


POSITION PAPER

• dmt t t t tk mmt.

• ut t xt t t t t t m t .

• im t’ t t tt ty qty t, t.

A child-centred, sae and healthy environment

• et k t t t t t t ,

mmty t my, t ’ - .

• pmt t mmty t t t tt t t t

mmty.

• d t ty t t t ft t

tt.

• p tmt tt y t .

• e tt, t t m-m t, y t t y

t t tt.

© unice/nYhQ1998-0860/lMy



107


POSITION PAPER

suMMarY

RESpECT FOR RIGhTS WIThIN ThE LEARNING ENvIRONMENT

Right to respect or identity, culture and language

• rt t t tt t t t t t

tty.

• rt mt t t m t t t

t.

• rt ’ t t t t t t t t .

Respect or children’s participation rights

• itt t t t t t t mt

, q tt my t -mt mt t t, t y.

• dmt mt tt t

m t ty -mty .

• itt mm tt t x mt,

t tk y t t mtty.

• dmt t t t, , t ty

-mt.

• itt , t mt mm t t

t .

Right to respect or personal and physical integrity

• ext t t mt mt y , y t y

m, mt mm t m tt m t

t.

• etmt t ft t t, tt t

m mmt mt t mm tt

y ty.

• T t t t t -t t m

mmt tt, k t t tt y t -

t t ty.

• em t, t, qty, -mt -t ft t t t

m, txtk t mt.

• imt tm, t t, t t

mt, y, j mt -t- t.



I II III IV V VI

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POSITION PAPER

ENDNOTES

1 unesco, sm sttmt mk at, 1994 . .

2 i., . 6.

3 M s s n, ‘T et a t t: ft, tt tty?’ itt J

i et, 1464-5173, vm 14, i 1, t 01 ot, 2009, .1 – 15.

4 i.

5 unesco, Guidelines or Inclusion: ensuring access to education or all , 2005, p.

6 unesco, ‘i et t a’, t w bk, hm dmt wk, 4-6 M 1998.

7 unesco, sm sttmt mk at s n et, ed-94 /ws /18.p, 1994.

8 2../////.../_t.

9 at 2 23, hk r n p, Implementation Handbook or the Convention on the Rights o the Child , unice, 2002, n

Yk.

10 unesco, ‘i et: t wy t t’, itt c et, 48t , 25-28 nm 2008, g,

stz.

11 s n, ‘ex t i txt’. dt tt, uty cm, 2004.12 i.

13 at m skm d, ‘Inclusion: the dynamic o school development’ , o ut y p, 2004, l, .112-127.

14 M s s n, . t.

15 at m bt T t a M, ‘ix i: d l ptt s’, ct i et,

2011, bt.

16 unesco, Policy Guidelines or Inclusion, 2009; J wm, Education, Poverty and Disability in Developing Countries, 2001;

Social Analysis and Disability: A Guidance Note Incorporating Disability-Inclusive Development into Bank-Supported Projects, 2007; Inclusive

Education: Where there are ew resources , 2008.

17 unesco, Policy Guidelines on Inclusion in Education, 2009.

18 w bk, ct r, d, unesco, ea mt t – mm ty ‘Qty et p t dt’,

2005.

19 oecd et Mt, 2004. tt:// ../mt/17/0,2340,_2649 _33723_ 27549073_1_1_1_1,00.tm

20 oecd, ‘et p i st et e: c ott’, i tt

v, 22-23 My 2007, tt://../t/16/59/38613154. ; ‘c dty Tt cee/cis

bt stt’, unice, g, 2005.

21 v.i. lky, (t Deectology: The Science o Handicapped Children. Tt y a. stz).

22 unice, ‘c ty tt ceecis bt stt’, it r ct, 2005, .

23 i.

24 unice, Education or some more than others , 2007, g.

25 unice, ‘c dty’, . t.

26 oecd, ‘et p i’, . t.; oecd, Education Policies or Students at Risk and Those with Disabilities in South

Eastern Europe: Follow-up Report, 2007, p.

27 A brie overview: Inclusive Education or Child ren with Disabilities in the CEECIS Region , unice, 2010, g.

28 Q g d T, Human Rights and Disability, The current use and uture potential o United Nations human rights instruments in the

context o disability , ut nt, 2002, n Yk g.

29 e t y ttt, unice, 2011, g o.

30 unice, Progress or Children: A Report Card on Child Protection, 2009.31 i.

32 pt a, Assessing the Situation o Disabled Chil dren in Kyrgyzstan, 2005.

33 g n, smmy rt , ‘v t c t dt’, un sty g’ sty v t c

Tmt g v t c t dt, unice, 2005, n Yk.

34 hm rt wt, ‘ey Tt: v t c w’, 2001, n Yk.

35 c dty Tt ceecis t bt stt, unice, 2005, .

36 v-bó e, J u, t M n, Early Childhood Intervention, Special Education and Inclusion: A Focus on Belarus , Mk, unice,

2009.

37 A brie overview: Inclusive Education or Child ren with Disabilities in the CEECIS Region , unice, g, 2010.

38 ‘c dty tt i ceecis bt stt’, unice, g, 2005.

39 i.

40 oecd, Education Policies or Inclusion, op. cit.

41 Best practices in inclusive education or children with disabilities: appl ications or program design in the Europe & Eurasia region , usaid,M 2010.



109


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suMMarY

42 u unscr 1244.

43 i.

44 i.

45 i.

46 unice Education or Some More than Others? A Regional Study on Education in Central and Eastern Europe and the Commonwealth o

Independent States (CISCISCEECISCIS),.2007, g: unice r o ct et e t cmmt

it stt.

47 i.

48 sy, a, Educational Problems o Disabled Children: Final Analytical Report: Armenia,. 2008, c r r ct,

am.

49 pkt zt, r .ty.

50 ozt em ct dmt, Education Policies or Students at Risk and Those with Disab ilities in South Eastern

Europe: Follow-up Report, 2007, p.

51 u unscr 1244.

52 b, M. Tk, 2009.

53

A brie overview: Inclusive Education or Child ren with Disabilities in the CEECIS Region , unice, 2010, g.54 bk, p. 2008. unice Kyyzt.

55 A brie overview: Inclusive Education or Child ren with Disabilities in the CEECIS Region , unice, 2010, g.

56 ’Tm rt ittt c d st att‘, jt mmt y unice t

t t Mty l s py y t e u.

57 cmmtt t rt t c, g cmmt n.1 T am et, crc/gc/2001/1, a 2001.

58 cmmtt t rt t c, g cmmt n.9, T rt c t dt, crc/c/gc/9, 2007.

59 st p, M, T ct t rt t c, T M hm rt rt, ohchr, 1997, g.

60 tt://../t/t.?=12&=166

61 l g, s m! h m! a g t u t crpd t mt t rt c t dt, s t c, 2009,

l.

62 r et pt p, unice, r o ceecis.

63 i.

64

escap, undp, adb, 2007, a t b s t p, t imt g g. a-p Mdg sty s,<tt://..//t/Mdg-2-/Mdg--t--.>

65 a t b s t p: T imt g g, <tt:/ /..// t/Mdg -

2-/Mdg--t--.>

66 s, xm, un g att c, a/res/64/142, 2010.

67 d J, M dmt sq ey c itttzt et e at, T et

ey aty n dmt 1426 (c. n, ., 2000); c h. Z t. a. d t ty t

t tttzt mt: T bt ey itt pjt, 15 developMenT and

psYchopaThologY 885, 886, 2003, ( tt t m t tttzt);

d a. k t. ., it Y c o: o v m pt c pyty, 95 pediaTrics, 1996.

68 w rt v t c, 2006, un , n Yk.

69 e t y ttt, unice, 2011, g.


71 dt m t Mty et, 2001.

72

at m rmmt cM/r(2010)2 t cmmtt Mt t mm tt tttt mmty t t, c e, 2010.

73 bt t t t t: t m t e & e , usaid,

M 2010.

74 u unscr 1244.

75 rtm s, i t: - mmt, tt:/ /...k/k/t/.tm

76 pt s, i t: a ea tty , w bk, 2004, wt.

77 unesco, py g i, 2009; J wm et, pty dty d ct, 2001;

s ay dty: a g nt it dty-i dmt t bk-st pjt 2007, i

et: w t , 2008.

78 1993 w bk dmt rt, t rt Mtt, i, T, rmmt t w bk, s

ptt d p, n 7 wt, w bk 2000; oecd, The Integration o Disabled Children into Mainstream Education:

Ambitions, Theories and Practices, oecd, 1994, p; oecd, Special Needs Education Statistics and Indicators, oecd, 2000, p o’T

& Mcky, Innovations in Developing Countries or People with Disabilities, 1995.

79 oecd, Inclusive Education at Work: Students with Disabilities in Mainstream Schools , 1999, p.

80 e p, t c i et, i, 1/2008, i e, 2008, b.



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110


POSITION PAPER

81 a, e, ct t ttt mmty t t txt

m am, 2009.

82 p, T, p st i et. i w-s s i et: b pt l, amt atty. w. s (e), T c p, . 213-227, 2002, n Yk.

83 eadsne, s n et e. b: e ay dmt s n et, 2003.

84 s n et: a t-ty sty t rt t s n et

i, e ay dmt s n et, 1999, dmk.

85 pj, s. & a . dy, s et: t-ty ty m-t m. cmt et, 34(2), . 261-

279, 1998.


87 s, J., T, M. & M. gtz, et tty tt t t t ut stt e w.

i Special Education and School Reorm in the United States and Britain. M. Ml & M. r (e), 20 00, l: rt.

88 pt, s, i t t mt : - ty t m t

t usa, 2002, International Journal o Inclusive Education. 6(4 ), p. 287-308; s, r. g. w, School Eectiveness or

Whom?Challenges to the School Eectiveness and School Improvement Movements, 1998, uK: m p.

89 p T, p-ct et eqty i, c o i et c wt dt, unice

r o ceecis & unice cty o t r t 27-29 stm, 2011.90 i.


M 2010.

92 h J, itt ct t, dty ht, v c Yt (ic-cY), c o

i et c wt dt, unice r o ceecis & unice cty o t r t

27-29 stm, 2011.

93 m mt ic, tt:/ /..t/t///

94 a, b t t t mtt t y, c o i et

c wt dt, unice r o ceecis & unice cty o t r t 27-29 stm, 2011.

95 m i itt, Better Education For Al l When We’re Included Too , sm:inico, 20 09 tt: //-tt..

t...k/-tt//btt-et--a_g-rt_ot-2009.

96 a M, d t ytm: t t ?, i et: T wy , unesco

2008

97

h J, itt ct t, dty ht, v c Yt (ic-cY), c oi et c wt dt, unice r o ceecis & unice cty o t r t

27-29 stm, 2011.

98 s xm, bt t t t t: t m t e & e

, usaid, M 2010; issa, tt://../m_q_.tm

99 c t t Kykyzt, Kzkt Tjkt, osi, et st pm, bt, 2009.

100 it: ay k mt, a t Mm dmt g, undp, 2005.


M 2010.

102 T a dty rt t, Research Report: On the Eective Implementation o the Legal Framework Guaranteeing the

Education o Disabled Children under the Inclusive Education, 2005, T, a; w v, Children with Disabilities: Improving

Attitudes, Policies, and Practices: Evaluation Report, 2005, ct it et, bk, azj; hk at

itt (t) b & hz: itt c dmt. tt:/ /.k.t/9083m8 31

103 c t ty Tt ceecis bt stt, unice, 2005, g.

104 cmmtt t rt t c, g cmmt n.9, T rt c t dt, crccgc/9, y 2006.

105 s, xm, itt st y st at m M, T m Y r M, Mt,

uk. .. ; pkt, ay m r. .ty./12-02_05//.tm; o

sty ittt m s. ..//m/s

106 s Mty itt usa t t ty zt t ty, .m.


M 2010.

108 a : i et c t dt t ceecis r, unice, g, 2010.

109 cmmtt t rt t c, g cmmt n.9, T t c t dt, crc/c/gc/9, 2006.

110 ea g Mt rt 2007, st t ey t, unesco, p.

111 Jm J. hkm, sk mt t em it dt c, 30 J 2006 v 312, s.

112 stt st ii, ey c et c, oecd, 2006, p.

113 gtm-Mg, s. t ,'dmt tt t t 5 y t', i lt 2007; 369, 2007.

114 a : i et c t dt t ceecis r, unice, 2010, g.

115 cmmtt t rt t c, g cmmt n 7, immt t y , crc/c/gc/7, nm 2005.



111


POSITION PAPER

endnoTes


117 h, K. t ., t J, l., Mk h rty. Zero To Three py ct, 2009.

118 T t m y t s cm et t t g dtt c ptt.

119 v-bó e, J u, t M n, ey c itt, s et i: a b, Mk, unice,

2009.

120 btt J dy l, i c t dt: T ey c imt, unesco py b ey c, n° 46 /

a – J 2009 / rev/.

121 issa, dmt et rm: t st y st c sty jt. o sty ittt & s t ntk, 2006.

122 w v am t t, t t, y 2009.

123 sk, J. n t n t.

124 Vargas-Barón E, Janson U, with Muel N, ey c itt, s et i: a b, Mk, unice,

2009.

125 d 572 s et l, Tky.


127 ida dt py sttmt: T rt t et, e sty t i bt m t ct p t dt.

128 i.129 w bk, et a: t ct aty, 2005, wt.

130 i.

131 i.

132 s b, r dty a cm, s, 2007.

133 tt://../mt/m_16505.tm

134 u unscr 1244.

135 skt, T.M., T t x: qty y t x, h et r, 61 (2), .148-206, 1991.


137 e ay dmt s n et, 2009.

138 unesco itt c et: i t: t y t t, otm t t t

t- : , g, 2008, ed/bie/ coninTd 48/i.3

139 crpd, at 24(1).

140 s, xm, T a dty rt t (2005) Research Report: On the Eective Implementation o the Legal Framework Guaranteeing the Education o Disabled Children under the Inclusive Education, 2005, Tirana, Albania; and World Vision, Children

with Disabilities: Improving Attitudes, Policies, and Practices: Evaluation Report. ct it et, 2005, bk, azj;

hk at itt (t) b & hz: itt c dmt. tt://.k.t/9083m831


M 2010.

142 s, xm, unesco, em dty: Tkt m y mt, 2003, bkk.

143 at m ix i, 2011, bt.

144 unesco py g i et, 2009, p.

145 ec ctt et, a wk, dt, o sty ittt-b (- @-.); Kty n, ctt,

osi eu Mt ay pmm ([email protected]@.k@.), ozt: o

sty ittt,13 dm 2007, r tt : rm ’ q , tt://../t/21/

t/_.

146 l g, s M h M: t t uncrpd. s t c, 2009, l.

147 l g, d c rm, p immt t ct t rt t c, rt dc, 20 02, l.

148 i.

149 Ainscow , M. (1999) ut t dmt i s. m. a, M., b, d. Mt, J (1998).

150 a : i et c t dt t ceecis r, unice, 2010, g, 2010.

151 i.

152 tt:// .txt.m/-t/-t----ty--2191

153 rmmt cM/r(2010)2 t cmmtt Mt t mm tt tttt mmty

t t, 2010.

154 i.


156 unesco (2005) g i: e t t , p.

157 i.

158

ut nt et, st ct ozt – bkk o (unesco bkk), 2006, em dty: Tkt ct i, l-y emt. bkk. bkt 1, 16-19.



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160 i.

161 i et t wk: stt t dt Mtm s. oecd, 1999, p.

162 Ky p pmt Qty i et, rmmt py Mk, e ay dmt

s n et, 2009.

163 by a b, s s, ryk dl, i t tt t t t us: t t tm,

2005.

164 s, xm, ix , csie, 2011, bt.

165 a M, unesco itt c et: i t: t y t t, otm t

t t t- : , 2008, g, ed/bie/ coninTd 48/i.3

166 at m ix i, 2011, bt.

167 unesco, py g i et, 2009, p

168 w bk, et nt – et a: i c t dt, (s pt), wt, d.c., 2, 2003.

169 vytky ls, M sty: T dmt h py a, h uty p, 1978, l.


171 u unscr 1244.172 eadsne, s n et e. b: e ay dmt s n et, 2003.

173 unesco py i et, 2009, p.

174 s vt bkk, stm 2009.

175 s, xm, J r, m s t r ct, a cm 1 s dmt pjt, Y o rt, 2003.


M 2010.

177 eadsne. 2003. s n et e. b: e ay dmt s n et.

178 d r, ek r d r (), o cmm g_ t mmt, nt et s,

2005, bmt, in.

179 unesco, g : e t t , 2005, p. it who, unice, unesco t w bk

k t resh itt ( et s ht).

180 s, xm, at sd, st Ms, gt Mg (2002) d mm t t -- tt

tt. J d st d et 7:214–229; p d, l g, g lr (2004) et

tt, Mk k, p d, l g (gt uty p, wt, dc), 150–160; p (1996)

i ttt t : pt 1. J t bt at t T t 20(2):35–41.

181 cmmtt t rt t c, g cmmt n.12, T rt t c t h, crc/c/gc/12, Jy 2009

182 s, xm, k a s, p (2008), c sty vol23, 2009, . 3–15.

183 cmmtt t rt t c, g cmmt n.12, T rt t c t h, crc/c/gc/12, Jy 2009.

184 ct t rt t c, at 19 28.

185 s, xm, c J t ., my- s-t st d h c, European Psychiatry , 16: 18–26,

2001, t : dt Je, c pmt: p, pt imt c b dmt, 2005;

: ht sn (e), Eliminating Corporal Punishment, 2005, p; unesco, d p t ., by symtm m s-

c: itt cmt c-t sty 28 ct, The European Journal o Public Health , 15(2): 128–132, 2005.

186 s p, p, w rt v t c, un sty g, 2006, n Yk.

187 s tt://.m.y./y/x.tm.

188 s p, p, w rt v t c, un sty g, 2006, n Yk.

189

at m t un sty v at c t dt 2005, t J n, M K, v-Mqz e, p: T t t x y t , p/odi, 2008, l

190 cmmtt t rt t c, general coMMenT n. 8 (2006), T t t t tt m mt

t m mt (t. 19; 28, . 2; 37, t ), crc/c/gc/8, M 2007.

191 s, xm, l g, ptt m x xtt t /f m mt, unice

it r ct, 2011.

192 Ky p pmt Qty i et: rmmt py Mk, e ay dmt

s n et, 2009, b.

193 c e, cmmtt Mt, rmmt, r(2006 )5.

194 c e dty at p 2006-2015.

195 stt t ct t rt t c, rt t sty-g, a 2011, a/66/230, un g amy,

pmt ptt t rt c, rt t T cmmtt, a/66/458, n 2011

196 p dt a et: o, hmt, amt, rt Mt atty, h l m, 2005,

p.

197

Tmt rt g’ et: ay i, c amt 2004, unice, 2005, n Yk.



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abbreviaTions

AbbREvIATIONS

AT at Ty

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CIS cmmt it stt

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DAC dmt at cmmtt

DPO d p ozt

ECCE ey c c et

ECI ey c itt

EFA et a

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GDP g dmt pt

ICF itt ct t

ICTs imt cmmt T

IDA itt dty a

IE i et

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NGO n-mt ozt

SEE st et e

OECD ozt em ct dmt

UNDP ut nt dmt pmm

UNESCO ut nt st ct ozt

WHO w ht ozt



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