Perspectiva internacional de la educacion inclusiva

Moderators Opening Remarks

Richard Rieser Disability EqualityMembro del la Junta Directiva de

EDFwww.worldofinclusion.com

2

CHILD DEVELOPMENT TEAMSPECIALISTS

GPs

OCCUPATIONAL THERAPISTS

SPEECH THERAPISTS

BENEFITS AGENCY

DISABLED PEOPLE AS PASSIVE RECEIVERS OF SERVICES AIMED AT CURE OR MANAGEMENT

SHELTERED WORKSHOPS

DOCTORS

TRAINING CENTRES

SPECIAL SCHOOLS

EDUCATIONAL PSYCHOLOGISTS

SPECIAL TRANSPORT

SURGEONS

SOCIAL WORKERS

The dominant view is theMedical Model.

La visión dominante es el

Modelo Médico

Las personas discapacitadas como receptores pasivos de los servicios dirigidos a curarlos o manejarlos

TALLERES PROTEGIDOS

ESPECIALISTAS

DOCTORES

EQUIPÒ DE DESARROLLO INFANTIL

FONOAUDIÓLOGOS

TERAPISTAS OCUPACIONALES

AGENCIA DE PRESTACIONES

TRABAJADORES SOCIALES

CIRUJANOS

TRANSPORTE ESPECIAL

PSICÓLOGOS EDUCATIVOS

ESCUELAS ESPECIALES

CENTROS DE ENTRENAMIENTO

El impedimento es el problema

3

DEFINICIONES

• “El Impedimento es la pérdida o limitación de una función física, mental o sensorial en el largo plazo o de forma permanente".

• “La Discapacidad es la pérdida o limitación de las oportunidades que surgen en la vida normal de la comunidad en pie de igualdad con el prójimo debido a barreras físicas o sociales”. (Disabled People's International 1981)

5

6

23

Shifting the Focus at UN

• “Recognizing that disability is an evolving concept and that disability results from the interaction of persons with impairments and attitudinal and environmental barriers that hinders their full and effective participation in society on an equal basis with others.”

• Move from a dominant medical model to a social model approach-Duty to Promote Disability Equality

• http://www.un.org/disabilities/

Segregation

Integration

Inclusive Education

11

DECLARACIÓN DE SALAMANCA DE LA UNESCO 1994

• Las escuelas comunes con orientación integradora constituyen el medio más efectivo para combatir actitudes discriminatorias, crear comunidades abiertas, construir una sociedad integradora y lograr una educación para todos. Más aún, proveen una educación efectiva para la mayoría de los niños (sin necesidades especiales) y mejoran la eficacia y finalmente el beneficio en cuanto al costo de todo el sistema educativo.

• Mainstream 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, they provide an effective education for the majority of children (without special needs) and improving the efficiency and ultimately the cost effectiveness of the entire education system.

RESOLUCIÓN DE LA CONFERENCIA DE SALAMANCA Oct. 2009

• 2.- Entendemos que la educación inclusiva es un proceso en el cual la escuela común o regular y los establecimientos dedicados a la educación se transforman para que todos los niños y niñas/estudiantes reciban los apoyos necesarios para alcanzar sus potenciales académicos y sociales, y que implica eliminar las barreras existentes en el medio físico, actitudes, la comunicación, el currículo, la enseñanza, la socialización y la evaluación en todos los niveles.

• 2. We understand inclusive education to be a process where mainstream schools and early years settings are transformed so that all children/students are supported to meet their academic and social potential and involves removing barriers in environment, attitudes, communication, curriculum, teaching, socialisation and assessment at all levels.

Article 3-General Principles(a) Respect for inherent dignity, individual autonomy including the freedom

to make one’s own choices, and independence of persons;

(b) Non-discrimination;

(c) Full and effective participation and inclusion in society;

(d) Respect for difference and acceptance of persons with disabilities as

part of human diversity and humanity;

(e) Equality of opportunity;

(f) Accessibility;

(g) Equality between men and women;

(h) Respect for the evolving capacities of children with disabilities and

respect for the right of cwd to preserve their identities.

Article 24 Education• Requires all signatories to ensure all disabled children

and young people can fully participate in the state education system and that this should be an ‘inclusive education system at all levels’

• The development by persons with disabilities of their personality, talents and creativity, as well as their mental and physical abilities, to their fullest potential.

• This right is to be delivered within an inclusive primary and secondary education system, from which disabled people should not be excluded.

• Support provided• Reasonable accommodations should be provided for

individual requirements and support provided in individualised programmes to facilitate their effective social and academic education.

To Be able to get to school

Picture Gideon Mendel

India:Classes where all can learn together

Dharavi , Mumbai, India

Nursery Schools for All

Kenya Learning Sign Language

Tanzania-Blind Students use Lap Tops

Sisizakele School, KZN, South Africa – Making the most of few resources

One Goal Education For All

• Total of £11 billion is needed to give all children a Primary Education every year.

• The Banks in were given £ 850 billion in one year!

• 77 times less!• Can we afford Education for All?• http://www.join1goal.org

22

Maresa está en la Universidad estudiando Inglés

“ Estuve en una escuela especial hasta los 11 años, y luego en una unidad durante 2 años. Nadie aprendió a comunicarse conmigo. Cuando fui a la escuela común fueron las mismas maestras comunes las que decidieron hacer la prueba. Así me gradué en la secundaria . En la Universidad creyeron en mi. Dijeron que podia enviar ensayos para aspirar a la admisiónm en vez de hacer examenes que son agotadores.”

Conclusions