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OBJECTIVES

At the end of the lesson, you should be able to:

1. describe the Salamanca statement on principles,


policy and practice in special needs education,

2. explain the framework for action on special


needs education, and

3. explain access to education, equality and equity


in inclusive education.
The Salamanca Conference on Special Education

In June 1994 representatives of 92 governments and


25 international organisations formed the World
Conference on Special Needs Education, held in
Salamanca, Spain.
1994 Salamanca Conference on Special Education

They agreed on a dynamic new statement on the


education of children with disabilities, which
called for inclusion to be the norm.
In addition, the Conference adopted a new Framework for
Action, the guiding principle of which is that ordinary
schools should accommodate all children, regardless of
their physical, intellectual, social, emotional, linguistic or
other conditions.
❑ The educational policies, and the Framework, should
stipulate that:
children with disabilities attend the neighbourhood school
'that would be attended if the child did not have a
disability.
THE SALAMANCA STATEMENT
The statement begins with a commitment to Education
for All, recognizing the necessity and urgency of
providing education for all children, young people and
adults 'within the regular education system.’

➢ It says those children with special educational needs


'must have access to regular schools' and that regular
schools with this inclusive orientation are the most
effective means of combating:

➢ discriminatory attitudes,
➢ creating welcoming communities,
➢ building an inclusive society and
➢ achieving education for all;
Moreover, regular education provides:
➢ an effective education to the majority of children and
➢ improve the efficiency and ultimately the cost-effectiveness of the
entire education system.

The Statement also calls on the international community to


✓ endorse the approach of inclusive schooling and

✓ to support the development of special needs education as an


integral part of all education programs.

✓ In particular it calls on UNESCO, UNICEF, UNDP and the World


Bank for this endorsement.
FRAMEWORK FOR ACTION ON SPECIAL
NEEDS EDUCATION
The Framework for Action comprises the
following sections:
1. New thinking in special needs education

2. Guidelines for action at the national level


A. Policy and organization
B. School factors
C. Recruitment and training of educational personnel
D. External support services
E. Priority areas
F. Community perspectives
G. Resource requirements

3. Guidelines for action at the regional and


international level.
NEW THINKING IN SPECIAL NEEDS
EDUCATION
Educational planning by governments
should concentrate on education for all persons, in all regions of a
country and in all economic conditions, through both public and
private schools.
REASON: Because in the past relatively few children with
disabilities have had access to education, especially in the
developing regions of the world, there are millions of adults
with disabilities who lack even the rudiments of a basic
education.
A concerted effort is thus required to teach literacy, numeracy
and basic skills to persons with disabilities through adult
education programmes.
GIRL EDUCATION

It is particularly
important to recognize that
Women have often been
doubly disadvantaged,
bias based on gender
compounding the
difficulties caused by their
disabilities.
❑ Women and men should have equal
influence on the design of educational
programmes and the same
opportunities to benefit from them.

❑ Special efforts should be made to


encourage the participation of girls and
women with disabilities in educational
programmes.
GUIDELINES FOR ACTION AT THE
NATIONAL LEVEL
A. POLICY AND ORGANIZATION
Legislation should recognize:
the principle of equality of opportunity for children,
youth and adults with disabilities in primary,
secondary and tertiary education in so far as
possible, in integrated settings.

Educational policies at all levels, from the


national to the local, should:
stipulate that a child with a disability should attend
the neighbourhood school that is, the school that
would be attended if the child did not have a
disability.
B. SCHOOL FACTORS
Developing inclusive schools that cater for a wide range of
pupils in both urban and rural areas requires:
-A clear and forceful policy on inclusion together with adequate
financial provision
– An extensive programme of orientation and staff training, and
– the provision of necessary support services.

Changes in all the following aspects of schooling, as well as many others,


are necessary to contribute to the success of inclusive schools:

• curriculum,
• buildings,
• school organization,
• pedagogy,
• assessment,
• staffing,
• school ethos and
• extra-curricular activities.
Curriculum Flexibility
 Curricula should be adapted to children’s needs.
Schools should therefore provide curricular
opportunities to suit children with different abilities
and interests.

 Appropriate and afford able technology should be


used when necessary to enhance success in the
school curriculum and to aid communication,
mobility and learning.
School Management
Administrators and school heads can play a major role in
making schools more responsive to children with special
educational needs if they are given necessary authority and
adequate training to do so.

They should be invited to develop


✓ more flexible management procedures,
✓ to redeploy instructional resources,
✓ to diversify learning options,
✓ to mobilize child-to-child help,
✓ to offer support to pupils experiencing difficulties and
✓ to develop close relations with parents and the community.
C. RECRUITMENT AND TRAINING OF
EDUCATIONAL PERSONNEL
 Appropriate preparation of all educational personnel
stands out as a key factor in promoting progress
towards inclusive schools.

 Pre-service training programmes should provide to


all teachers be it in the primary and secondary alike.

 positive orientation toward disability, thereby


developing an understanding of what can be
achieved in schools with locally available support
services.
D. EXTERNAL SUPPORT SERVICES

 Educational authorities should consider external


support by getting resource personnel from various
agencies, departments and institutions, such as:

 advisory teachers,
 educational psychologists,
 speech and occupational therapists, etc., should be
coordinated at the local level.
E. PRIORITY AREAS
Integration of children and young people with special
educational needs would be more effective and
successful if special consideration is given in
educational development plans to the following target
areas:
 early childhood education to enhance the educability
of all children,
 girls’ education and the transition from education to
adult working life.
 Preparation for adult life
 Adult and continuing education
F. COMMUNITY PERSPECTIVES
 Realizing the goal of successful education of children
with special educational needs is not the task of the
Ministries of Education and schools alone. It requires
the co-operation of
 families, and
 the mobilization of the community and
 voluntary organizations as well as the
 support of the public at large.
Parent Partnership

 The role of families and parents could be enhanced by


the provision of necessary information in simple and
clear language; addressing the needs for information
and training in parenting skills is particularly
important task in cultural environments where there is
little tradition of schooling.

 Both parents and teachers may need support and


encouragement in learning to work together as equal
partners.
Community involvement
 Local administrators should encourage community
participation by giving support to representative
associations and inviting them to take part in decision
- making.

 Various partners in the community, including


 organizations of persons with disabilities and
 other non-governmental organizations, should be
empowered to take responsibility for the programme.
G. RESOURCE REQUIREMENTS
 The development of inclusive schools as the most
effective means for achieving education for all must be
recognized as a key government policy and accorded a
privileged place on the nation’s development agenda.

 Resources must also be allocated to support services for:


 the training of mainstream teachers,
 the provision of resource centres and for special education
teachers or resource teachers.

Appropriate technical aids to ensure the successful


operation of an integrated education system must also be
provided.
GUIDELINES FOR ACTION AT THE
REGIONAL AND INTERNATIONAL LEVEL
 International co-operation among governmental
and nongovernmental, regional and interregional
organizations can play a very important role in
supporting the move towards inclusive schools.

 Based on past experience in this area,


international organizations, intergovernmental
and nongovernmental as well as bilateral donor
agencies, could consider joining forces in
implementing the strategic approaches towards
succesful inclusive education.
ACCESS TO EDUCATION, EQUALITY AND
EQUITY IN INCLUSIVE EDUCATION
ACCESS TO EDUCATION
It is a process of making sure that all school-age
children with or without disability receive education
as needed.
It include the following:
-Providing education for all

-Making sure that all learners are learning.

-Making sure that differences in children, such as age,


gender, ethnicity, language, disability, and health status
are acknowledged, respected and planned for.

-Making sure that educational structures, systems and


methodologies are developed to meet the needs of all
children in their diversities.

-Making sure that point of school location is within the


immediate community of the parents and the child.
EQUALITY IN EDUCATION
It means treating everyone is the same under the law,
without consideration for individual differences
(Ensuring the fair and equitable treatment of all in
the education system). It means sameness.
EQUITY IN EDUCATION
 Equity means providing what people need.

 Equity in education means ensuring fairness and basic


equal rights to education in which sometimes actions
must be taken to compensate for any form of learning
disadvantages.

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