Project TEACHWISE Lifelong Learning Programme Erasmus Application Form

Project: TEACHWISE Lifelong Learning Programme Erasmus Application Form 2009 for Intensive Programmes (IP) Latvia KHLim/October 2009

Inclusive thinking Why? KHLim/October 2009

Short history of inclusive thinking in function of education and care KHLim/October 2009

Main points inclusive education: • 1. medical model social model • 2. Every child is entitled to education to its own surroundings. KHLim/October 2009

Educational methods should be based on: • The universal Declaration of the Human Rights (1948) • On December 10, 1948 the General Assembly of the United Nations adopted and proclaimed the Universal Declaration of Human Rights – 60 th Anniversary of the Universal Declaration of Human Rights (2008) • Declaration of the Rights of the Child(1989); • Agreements with the European union (1989); • The Declaration of Salamanca (1994) KHLim/October 2009

In other words: • Inclusion/including education is an important international topic! KHLim/October 2009

The universal Declaration of the Human Rights(1948); • On December 10, 1948 the General Assembly of the United Nations adopted and proclaimed the Universal Declaration of Human Rights Article 26 • Everyone has the right to education, education will be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available. Higher education shall be accessible to all on the basis of merit. • Education shall be directed to the full development of human personality and to strengthening respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace. • Parents have the prior right to use the kind of education to choose what their children will be given. KHLim/October 2009

Declaration of the Rights of the Child • • • [Proclaimed by General Assembly Resolution 1386(XIV) of 20 November 1959. This was the basis of the Convention of the Rights of the Child adopted by the UN General Assembly 30 years later on 20 November 1989. The Convention on the Rights of the Child was entered into force on 2 September 1990. ] KHLim/October 2009

Declaration of Rights of Children 1959 Principle 7 • The child is entitled to receive education, which shall be free and compulsory, at least in the elementary stages. He shall be given an education which will promote his general culture and enable him, on a basis of equal opportunity, to develop his abillities, his individual judgement, and his sense of moral and social responsibillity, and to become a useful member of society. KHLim/October 2009

…. . The best interests of the child shall be the guiding principle of those responsible for his education and guidance; that responsibillity lies in the first place with his parents KHLim/October 2009

…. . The child shall have full opportunity for play and recreation, which should be directed to the same purposes as education; society and the public authorities shall endeavour to promote the enjoyment of this right. KHLim/October 2009

Convention on the Rights of Children 1989 Article 28 • 1. States Parties recognize the right of the child to education and with a view to achieving this right progressively and on the basis of equal opportunity, they shall, in particular: – (a) Make primary education compulsory and available free to all; – (b) Encourage the development of different forms of secondary education, including general and vocational education, make them available and accessible to every child, and take appropriate measures such as the introduction of free education and offering financial assistance in case of need; – (c) Make higher education accessible to all on the basis of capacity by every appropriate means; – (d) Make educational and vocational information and guidance available and accessible to all children; – (e) Take measures to encourage regular attendance at schools and the reduction of drop-out rates. KHLim/October 2009

The Salamanca statement and framework for action on special needs education Adopted by the • WORLD CONFERENCE ON SPECIAL NEEDS EDUCATION: ACCESS AND QUALITY Salamanca, Spain, 7 -10 June 1994 KHLim/October 2009

"Flagship”: (adopted by the UNESCO) • The Right to Education for Persons with Disabilities • Based on • Universal Declaration of Human Rights (1946) • Declaration of the Rights of the Child (1989) KHLim/October 2009

What is “Statement” of Salamanca” ? • The conference adopted the Salamanca Statement on Principles, Policy and Practice in Special Needs Education and a Framework for Action. KHLim/October 2009

Every child. . has a fundamental right to education, and must be given the opportunity to achieve and maintain an acceptable level of learning KHLim/October 2009

Every child … has unique qualities, interests, possibilities and learning needs; KHLim/October 2009

School All children with special educational needs should be admitted in normal schools that create a child friendly climate which is able to fulfill their needs. KHLim/October 2009

Regular schools with this inclusive orientation are the most effective means of … – suppressing discrimination, – creating an open community – contributing to an inclusive society – achieving education for everybody. KHLim/October 2009

Moreover • . . Inclusive education is based on a philosophy that accepts that children have strong and weak points. (Talents) • Schools have to be able to provide adequate and suitable education • NOT: an adapted version of their regular program KHLim/October 2009

The declaration demands. . …to give the highest policy and budgetary priority to improve their education systems to enable them to include all children regardless of individual differences or difficulties …acceptance of the principle of inclusive education, legal or managerial, so that all students can be accepted in normal schools unless there are special cases KHLim/October 2009

The declaration demands …participatory methods to plan, monitor and evaluate …educational provisions for children with special needs KHLim/October 2009

The declaration demands …enhancement of participation of parents, communities and organisations of handicaped people concerning managerial processes for special educational needs KHLim/October 2009

The declaration demands …more efforts for early detection and intervention KHLim/October 2009

The declaration • Has to ensure that courses for teachers contain inclusive thinking Ensure that, in the context of a systemic change, teacher education programmes, both pre-service and in-service, address the provision of special needs education in inclusive schools. KHLim/October 2009

This Framework for Action comprises the following sections: • New thinking in special needs education • 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 • Guidelines for action at the regional and international level. KHLim/October 2009

Conclusion: • Discussing inclusive teaching is talking about changes • Discussing inclusive teaching is talking about human values • Discussing inclusive teaching covers world concepts and emancipation KHLim/October 2009

Convention on the Rights of Persons with Disabilities • 24 January 2007 • Article 24 / education KHLim/October 2009

Elements for good inclusion • • • Child Learning process Participation Parents Teachers Support Classmate Team Transition KHLim/October 2009

Including = • To be part of the group • To feel save • To be part of the unit KHLim/October 2009

When we think about “good education” • We accept all the people • We have a positive mind • All people have the same rights KHLim/October 2009

We have a new student in our class, his intelligence is a little higher, but I want you to react normally KHLim/October 2009

All children • Are equal • Are part of the group • Have the same educational rights – The right to play, to live and to study together – The right to individuality KHLim/October 2009

Education • always means loving children KHLim/October 2009

Inclusive thinking. . is touching a special chord KHLim/October 2009

What have we seen? Where are we going to? • This is what we are going for … KHLim/October 2009

References • • • http: //www. oudersvoorinclusie. be http: //www. unesco. org/education/pdf/SALAMA_E. PDF http: //www. unesco. org/en/right-to-education/ http: //inclusion. com/artsalamanca. html http: //www. inclusiezeeland. nl/infoinclschool. html http: //www. indexvoorinclusie. nl/ http: //www. european-agency. org/country-information/ http: //www. parentsforinclusion. org/ http: //www. un. org/disabilities/ http: //www. inclusiefonderwijs. nl/ http: //www. gripvzw. be/cartoons/ • http: //www. european-agency. org/ • Signaal juli-augustus september 2008, het is gewoon een kind (K. Mortier, G. Van Hove, E. De Schauwer, I. Van de Putte, G. Loots Unicef, verdrag inzake rechten van het kind • • The Salamanca Statement and Framework for Action on Special Needs Education, UNESCO, Special Education Programme, 7, Place de Fontenoy 75352, Paris 07 -SP KHLim/October 2009