Relevant bibliographies by topics / UNESCO’S Salamanca Statement

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  1. Journal articles
  2. Dissertations / Theses

Academic literature on the topic 'UNESCO’S Salamanca Statement'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "UNESCO’S Salamanca Statement"

1

Amka, Amka. "Sikap Orang Tua Terhadap Pendidikan Inklusif." Madrosatuna: Journal of Islamic Elementary School 3, no. 1 (2019): 15. http://dx.doi.org/10.21070/madrosatuna.v3i1.2068.

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Inclusive education has become an international education policy. Many countries already have legislation for inclusive education based on international human rights treaties such as the 1994 Salamanca Statement and UNESCO Action Framework and the United Nations Convention on the Rights of Persons with Disabilities. Indonesia has become one of the countries that applies inclusive education in education laws and policies, and has required all provinces to implement inclusive education. The success of inclusive education requires the support of parents. This study highlights the attitudes of par
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2

DOMAGALA-ZYSK, Ewa, and Tomasz KNOPIK. "Functional Diagnosis as a Strategy for Implementing Inclusive Education in Poland1." Revista Brasileira de Educação Especial 26, no. 2 (2020): 203–20. http://dx.doi.org/10.1590/s1413-65382620000100010.

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ABSTRACT: The 25th anniversary of the Salamanca Statement is a good opportunity to summarize to what extent the challenges described in it have been implemented by the signatory countries, all of which are members of UNESCO. This article presents a balance of achievements in implementing inclusive education in Poland, as well as a catalog of challenges for the future. Although the commitments to provide inclusive education for children and young people with special educational needs (SEN) arise from the UN Convention on the Rights of the Child (1989) and the Convention on the Rights of Persons
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3

Khosrovyan, Anahit. "Inclusive Education from a Very Beginning: Yerevan School N20 Principal's Narrative." Armenian Journal of Special Education 3, no. 1 (2021): 7–13. http://dx.doi.org/10.24234/se.2021.3.1.254.

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There are more than one billion “disabled persons” worldwide, 10% of whom are children mostly living in developing countries. Within the United Nations (UN) the term “disability” is defined as “any restriction or lack (resulting from an impairment) of ability to perform an activity in the way or within the range considered normal for a human being” (Sharma, 2015).
 The UN and the United Nations Children’s Fund (UNICEF) endeavor for all children to have equitable access to education as a basic human right. Education is critical for children to develop their human capital and enhance their
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4

Teschers, Christoph. "Proposing a Holistic Inclusive Education Model for Policy, Curriculum and Classroom Development." Teachers' Work 17, no. 1and2 (2020): 73–87. http://dx.doi.org/10.24135/teacherswork.v17i1and2.299.

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The notions of inclusion and diversity have seen an increased used in a wide variety of areas in public debate and policy, and are widely used in educational documents in New Zealand and international since the UNESCO Salamanca Statement in 1994. What is meant by inclusion and diversity in many of these context is often rather unclear, however. The discourse of inclusion could be described as having become the standard for political correctness in official language, without always consequently reflecting on and applying the implications that the use of inclusive language implies. This includes
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Dissertations / Theses on the topic "UNESCO’S Salamanca Statement"

1

Moosa, Zuliakha. "A curriculum perspective for special needs learners : a case study focusing on empowering special needs learners." Diss., 2014. http://hdl.handle.net/10500/20078.

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Currently, South African special need schools that cater for intellectually disabled learners are implementing the continuous assessment policy statement (CAPS). This study explored the CAPS curriculum which is used in special needs schools, in order to determine whether or not it can develop disabled learners intellectually. In other words, can the curriculum be used to ensure that disabled learners are also prepared for future employment opportunities? Disabled learners also have a constitutional right to be lead through education to independent adulthood. This study looks at the characteri
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2

Moosa, Zuliakha. "A curriculum perspective for special needs learners : a case study focussing on empowering speical needs learners." Diss., 2014. http://hdl.handle.net/10500/20078.

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Abstract:
Currently, South African special need schools that cater for intellectually disabled learners are implementing the continuous assessment policy statement (CAPS). This study explored the CAPS curriculum which is used in special needs schools, in order to determine whether or not it can develop disabled learners intellectually. In other words, can the curriculum be used to ensure that disabled learners are also prepared for future employment opportunities? Disabled learners also have a constitutional right to be lead through education to independent adulthood. This study looks at the characteri
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