![]() enhance teacher education in this field by getting support from teacher unions and associations.ensure that special needs education forms part of every discussion dealing with education for all.Non-governmental organisations are asked to strengthen their collaboration with official national bodies and become more involved in all aspects of inclusive education.Īs the UN agency for education, UNESCO is asked to: It asks for the United Nations and its specialised agencies to 'strengthen their inputs for technical co-operation' and improve their networking for more efficient support to integrated special needs provision. In particular it calls on UNESCO, UNICEF, UNDP and the World Bank for this endorsement. 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 programmes. ensure that both initial and in-service teacher training address the provision of inclusive education.put greater effort into pre-school strategies as well as vocational aspects of inclusive education.ensure that organisations of disabled people, along with parents and community bodies, are involved in planning decision-making.develop demonstration projects and encourage exchanges with countries with inclusive schools.'adopt as a matter of law or policy the principle of inclusive education' and enrol all children in ordinary schools unless there were compelling reasons for doing otherwise.give the 'highest policy and budgetary priority' to improve education services so that all children could be included, regardless of differences or difficulties.The World Conference went on to call upon all governments to: 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, they provide an effective education to the majority of children and improve the efficiency and ultimately the cost-e ffectiveness of the entire education system. The Statement begins with a commitment to Education for All, recognising 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 adds: ![]() All educational policies, says the Framework, should stipulate that disabled children attend the neighbourhood school 'that would be attended if the child did not have a disability.' Education for all 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. They agreed a dynamic new Statement on the education of all disabled children, which called for inclusion to be the norm. ![]() In June 1994 representatives of 92 governments and 25 international organisations formed the World Conference on Special Needs Education, held in Salamanca, Spain. This report from the UN’s education agency calls on the international community to endorse the approach of inclusive schools by implementing practical and strategic changes. ![]() Adopted by the World Conference on Special Needs Education: Access and Quality (Salamanca, Spain, 7-10 June 1994). ![]()
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