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

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 parents towards inclusive education. at the Keraton 4 Martapura Elementary School. The purpose of this study is to obtain an overview of the attitudes of parents of children with special needs for inclusive education services. A total of 40 parents of children with special needs were interviewed to get a picture of attitudes. The results of this study showed the attitudes of parents with special needs to accept the concept of inclusive.

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 with Disabilities (2006), which have both been ratified by Poland, systematic work on the implementation began only in 2010. The key measure was the Regulation of the Ministry of National Education on the principles of planning and organization of psychological and pedagogical support for pupils with SEN. Currently, in cooperation with the European Agency for Special Needs and Inclusive Education intensive work is underway to create a coherent system for recognizing the needs and possibilities of children and adolescents based on the functional diagnosis model. Therefore, this article presents the assumptions of this model with reference to the implemented or planned changes to the educational law.

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 upcoming economic and social prospects (Sharma, 2015). The “Salamanca Statement” adopted at the “World Conference on Special Educational Needs: Access and Quality” called upon all governments and urged them to: adopt as a matter of law or policy the principles of inclusive education, enrolling all children in regular schools, unless there are compelling reasons for doing otherwise (UNESCO, 1994). In developing countries understanding of inclusive education is closely related to the special education needs of students and their participation in regular school classes. From this perspective, this paper aims to tell a story of one school in Yerevan, the capital of Armenia from the very beginning till nowadays.

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 educational settings such as schools and centres, but also government policies that use inclusive language and promote inclusion. It seems, however, that many centres and policies still operate under a mainstreaming/integration discourse mind-set. In educational philosophy and theory, the notion of inclusion and inclusive education has been discussed widely and many aspects relevant to inclusive practices have been discussed in depth. What seems in need of further attention are broader models and frameworks that capture the range of aspects involved and the complexity of inclusive education in theory and practice. One such model that focuses on five aspects of inclusive education will be introduced in this article and discussed how this model could support policy, curriculum and classroom decision making.

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 characteristics of the intellectually disabled. It mentions some of the official South African documents in this regard and then discusses the theory of Paolo Freire. The researcher addresses two programmes that she feels could improve the curriculum quality of learners with special needs in special needs schools. A few negative aspects, as well as the time frame for South Africa to completely implement inclusive education, according to the White Paper, contributed to this research. Comparisons are drawn between two international policies and acts and South African policies and programmes, in order to determine the effectiveness and standard of South African inclusive education. This research was conducted in a special needs school in a suburb of Laudium in the Gauteng Province South Africa. It was a qualitative study and adopted a case study design. The researcher collected data from the principal, HOD, occupational therapist, two teachers and an administrative staff member, who were the participants in the study, using a questionnaire as an instrument for data collection. Inclusive analysis was used to narrate and explain the data. The researcher found that the CAPS curriculum does not equip, prepare or develop learners who are intellectually disabled. The teachers and staff members feel that they need more training and development to support learners with special educational needs, together with a suitable curriculum to ensure effective teaching and learning.
Inclusive Education
M. Ed. (Inclusive Education)

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 characteristics of the intellectually disabled. It mentions some of the official South African documents in this regard and then discusses the theory of Paolo Freire. The researcher addresses two programmes that she feels could improve the curriculum quality of learners with special needs in special needs schools. A few negative aspects, as well as the time frame for South Africa to completely implement inclusive education, according to the White Paper, contributed to this research. Comparisons are drawn between two international policies and acts and South African policies and programmes, in order to determine the effectiveness and standard of South African inclusive education. This research was conducted in a special needs school in a suburb of Laudium in the Gauteng Province South Africa. It was a qualitative study and adopted a case study design. The researcher collected data from the principal, HOD, occupational therapist, two teachers and an administrative staff member, who were the participants in the study, using a questionnaire as an instrument for data collection. Inclusive analysis was used to narrate and explain the data. The researcher found that the CAPS curriculum does not equip, prepare or develop learners who are intellectually disabled. The teachers and staff members feel that they need more training and development to support learners with special educational needs, together with a suitable curriculum to ensure effective teaching and learning.
Inclusive Education
M. Ed. (Inclusive Education)