TRAINING WORKSHOP ON DEVELOPING INCLUSIVE EDUCATION IN SOUTHERN AFRICA Monday 29th October 2007 to Friday 2nd November 2007 Willow Park Conference Centre Johannesburg Trainers Richard Rieser Sue Rickell From Disability Equality in Education Training in DET & inclusion of Teachers & other staffover 90,000

To support the development of such thinking amongst disabled people and their allies in other countries. Training Disabled Equality Trainers to Deliver courses-130 trainers currently. Resource Development- For

training, to use in classrooms & to educate about disability equality & inclusion - Disabling Imagery; Real People Real Lives; All Equal All Different, Altogether Better; Disability Equality in the Classroom. Empowerment training of young disabled people-Free Up Your Life To act as change consultants to

end segregation & develop inclusive practice. Access Needs of the Group How we will work together

Confidentiality-personal information kept in the room All participants are equal in this room Respect and listen to each others contributions Different people have different information Indicate if you want to speak so we can pick up points clearly Speak one at a time Challenge but do not attack Telephones on silent or off Respect the timetable Introductions Who you are? Where you come from? One thing you are hoping to get out of the course?

Programme Day 1 Day 1 Monday 29th October 11.00-11.30 Welcome, access needs and how we will work together 11.30 12.30 Introductions who you are, where you come from and one thing you are hoping for from the course. 12.30-1.30 Lunch 1.30-2.00 Quiz 2.00-2.40 Working in Pairs Your Achievements So Far 2.40 3.00 Break 3.00 5.00 Working in groups personal history and experience of education 5.00 7.00

Break and supper 7.00 9.00 Barriers to inclusion practical activity Evaluation Day 2 Tuesday 30th October 8.30 10.15 Models of disability how people think about disabled people 10.15 10.45 Break 10.45 12.15 Applying the models and your experience to education: exclusion, segregation, integration and inclusion? 12.15 2.15 Break and lunch 2.15 5.00 Understanding the characteristics of current provision using case studies and scenarios 5.00 7.00 Break and supper

7.00 9.00 Video and DVD examples of inclusion from around the world Evaluation Day 3 Wednesday 31 October st 8.30 10.15 Human rights and education 10.15 10.45 Break 10.45 12.15 Levers for change at national and regional level 12.15 2.15 Break and lunch 2.15 5.00 Developing strategies and campaign for change

5.00 7.00 Break and supper 7.00 9.00 Stereotypes of disability in Evaluation Day 4 Thursday 1st November 8.30 10.15 A day creating a checklist for an inclusive classroom. What would an inclusive elementary school look like? 10.15 10.45 Break 10.45 12.15 A day creating a checklist for an inclusive classroom. What would an inclusive elementary school look like?

12.15 2.15 Break and lunch 2.15 4.00 Are you as good as you think? The index for inclusion whole school monitoring and evaluation processes 4.00 5.00 What should be in your action plan? Evaluation 5.00 7.00 Break and supper 7.00 9.00 PARTY!!! Day 5 Friday 2nd November 8.30 10.15 Working in your country groups to develop an outline national action plan 10.15 10.45 Break

10.45 11.30 Key points from the earlier session 11.30 12.30 Questions and final discussion and evaluation forms 12.30 Lunch and depart Aim of the Course To build the capacity of disabled people, as leaders, and their allies e.g. supportive parents and sympathetic educationalists, in Southern Africa, to understand, advocate and help deliver inclusive education in their countries. Objectives of the Course

1. Understand the disability rights agenda and its relationship to education 2.Explore and understand the social model of disability and how it relates to inclusive education 3.To examine what actually works in inclusive education around the world and apply it to their particular country 4.Understand the barriers which currently exist to prevent inclusive education and understand the solutions, the political actions necessary at national and regional level 5.Understand the dynamics of developing inclusive education within a school/classroom Answers to the Quiz 4.1 d) 640 million or e)1200 million 4.2 c) Negative attitudes and beliefs about disability 4.3 d) Poverty and poor balance of trade

4.4 b) Removing barriers of attitude, environment and organisation 4.5 d) 95% 4.6 a) 2 million Recognising Your Achievements (or your disabled childs achievements) What have I achieved so far. Work in pairs We have all achieved a great deal more than we realise, simply through our life and work experience. Take a look at the following "Achievements Checklist". Don't be surprised if you haven't achieved everything on this list. You have probably achieved many other things that do not appear on the list.

Some of the items on the list are quite general or may seem somewhat vague or incomplete. You will probably find it helpful to adapt them to suit your specific experiences. You'll be surprised at just how many you are able to tick off. Report your partners key achievements to the rest of the group for one minute. Telling your personal history ( or your family and childs) p.6 5.1 You will be split into 7 groups by coloured dot on your badge 5.2 Introduce yourselves to each other giving your name, where you come from and what you do. 5.3 For your group choose a i) Timekeeper , keep time ii) Facilitator, keep people to ground rules iii) Rapporteur, summarise and report. 5.4 Take turns of up to 12 minutes to go round the group and talk about

your experience of disability in your life or in your family . 5.5 Your impairment- the effects it has had on your education? 5.6 Three key factors that have effected your life to date and the these made you feel. Reporting Back Put your name and date of birth on the top of a piece of paper from your Pad[or get someone to do this] Get someone in the group to write 5 or 6 key dates and happenings that have affected your life Pick three key dates in your life and write them each on a separate Post-it note Stick these at the appropriate date under the Timeline The Rapporteur summarises, for up to 3 minutes the key factors . Also recording on flip chart

Identifying Barriers for Disabled People A good starting point for training on Disability Equality or Inclusion Education is to identify all the barriers in the environment, attitude and the way things are organised in your neighbourhood and school . Barriers in the society or the education system of which it is part can be included. This can be done for any group of excluded pupils- street children, refugees, girls. Here we will examine barriers for disabled children now and when you were a child. Barriers to Inclusion Barriers to disabled children at school

Each Group take a different Impairment Group What barriers does your school pose for pupils who: Are Blind or have a visual impairment Are Deaf or have a hearing impairment Have a mobility impairment and/or use a wheelchair Have a significant Learning Difficulty Have been labelled as autistic,

Have hidden impairments including speech and language, sickle cell, epilepsy or diabetes or HIV? - Mental Health Issues. Each Group Consider the following areas: 6.21.Physical Barriers Lack of access: 6.212.In the building environment 6.213. In communication 6.214. In equipment 6.22.Barriers in people's attitudes: 6..221 Staff 6.222 Pupils

6.223 Parents 6.224 Other professionals 6.225 Chief, Governors, Community 6.23.Barriers in organisations: 6.231 .Curriculum Content 6.232 .Curriculum Testing and exams 6.233. Admissions 6.234. School Policies 6.235. Government policies Evaluations Each day we would like your feedback. On your table will be a daily evaluation sheet

Please complete by the following morning and hand to Sue or Richard You can fill this in as you go or at the end of the day. How to do the barriers activity Write 1 barrier per card Use the felt tip provided Do not spend time coming up with solutions CARDS WILL BE COLLECTED AS YOU GO

We are building a wall of barriers You can keep a record on page 11 6.3 Film Clip The Wall From Altogether Better Comic Relief Three minute film Three Questions Do the barriers you have identified cut across the different impairment groups? Are they broadly similar for each group?

Are the barriers beyond the child? Ways of Thinking about disability Traditional Medical Social Model 7.31Traditional Model. For thousands of years disabled people were seen as freaks, outcasts, punished by the Gods, super human, evil or figures of fun. These ideas still shape many of the stereotypes that dominate our media and influence the curriculum. In some cultures and religions these ideas still have a hold. List all the negative thinking associated with disabled people you can think of.

7.32 Medical Model. The medical model sees the disabled person as the problem. We are to be adapted to fit into the world as it is. If this is not possible, then we are shut away in some specialised institution or isolated at home, where only our most basic needs are met. The emphasis is on dependence, backed up by the stereotypes of disability that call forth pity, fear and patronising attitudes. Medical Model -2 Usually the impairment rather than the needs of the person are focused on. The power to change us seems to lie within the medical and associated professions, with their talk of

cures, normalisation and science. Often our lives are handed over to them. The dominant view is the Medical Model. CHILD DEVELOPMENT TEAM SPECIALISTS SOCIAL WORKERS DOCTORS SURGEONS GPs SPECIAL TRANSPOR


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 1981 DPI Adopt Social Model Impairment is the loss or limitation of physical, sensory or mental function on a long-term or permanent basis. Disability is the loss or limitation of

opportunities to take part in the normal life of the community due to physical and social barriers. DPI 1981 The Social Model of disablement focuses on the barriers INACCESSIBLE ENVIRONMENT LACK OF USEFUL EDUCATION DISCRIMINATION IN EMPLOYMENT SEGREGATED SERVICES


Make the 24 statements below into 24 statements on cards Mix up the cards Get groups to sort them under three headings: Traditional, Medical and Social Model Views Statements Answers 7.71Traditional View You are a freak of nature You should be a penitent sinner You should not be allowed to have children You are like that because your parents did something wrong Its bad karma

I feel pity for you You are a child of the devil and evil You are in-educable 7.72 Medical Model View If you try really hard you could be

normal If we operate you will be able to walk again You are ill and need a psychiatrist You must go to a special school and have specialist therapy You will never be able to have a sexual relationship You will always have the mental age of a 5 year old. If they are allowed to breed they will weaken the gene pool. Equality is treating everyone the same Statements Answers 2

7.73 Social Model View We have the right to be different We see what you can do, not what you cant Work at a pace and in a way that suits you This building needs to be made accessible Equality is giving people what they need to thrive. You have the right to be a wife and a mother Your views are important

Inclusive education for all. Finding the Solutions to the Barriers: Testing the Social Model Each table has six barrier cards from the Wall For each barrier On the wall breaker card suggest a solution to the barrier that will support inclusion of disabled children 7.8 Types of thinking about disabled people and forms of education. Thinking/Model Characteristics Form of Education

7.81 Traditional DP a shame on family, guilt, ignorance. DP seen as of no value. Excluded from education altogether. 7.82 Medical 1 Focus on what DP cannot do. Attempt to normalize or if cannot make to fit into things as they are keep them separate. Segregation Institutions/ hospitals Special schools (with expert special educators)

7.83 Medical 2 Person can be supported by minor adjustment and support, to function normally and minimize their impairment. Continuum of provision based on severity and type of impairment. Integration in mainstream:a)At same location-in separate class/units b)Socially in some activities e.g. meals, assembly or art. c)In the class with support, but teaching & learning remain the same. What you cannot do determines which form of education you receive.

7.84 Social Model Barriers Identified-solutions found to minimize them. Barriers of attitude, environment and organization are seen as what disables and are removed to maximize potential of all. DP welcomed . Relations are intentionally built. DP achieve their potential. Person centred approach. Inclusive education- schools where all are welcomed and staff, parents and pupils value diversity and support is provided so all can be successful academically and socially. This requires reorganizing teaching, learning and assessment. Peer support is encouraged.

Focus on what you can do. Segregation Integration Inclusive Education Exclusion/Segregation/Integration/ Inclusion

7.91 Exclusion 7.92 Integration 7.93 Integration 7.94 Integration 7.95 Inclusion 7.96 Integration 7.97 Inclusion 7.98 Inclusion/Integration 7.99 integration 7.910 Integration 7.911 Integration/inclusion 7.912 Exclusion

7.913 Segregation 7.10 From Exclusion/ Segregation to Inclusion Exclusion Segregated No Services only family Services to Disabled Needs of People Disabled People Categorising Changing

Disabled People Disabled People 'Special' / Different Equal treatment Treatment Rights of Disabled People Disability is a problem to be fixed (in a special place) Everyone has gifts to bring

Despised Ignored Cursed, Possessed by Devil, Witch craft Integrated Disability is a problem to be fixed Included

Changing schools / colleges / organisations Equality - each receives support they need to thrive & achieve their potential 7.10 From Exclusion/ Segregation to Inclusion-2 Rely on Family Services available Benefits to Benefits to & Community

in segregated setting Witch doctor Professional / Experts 'Special' Therapies No education Folk explainations No C B R Survival Categorisation & Marginalisation

Competition for parts of Disabled Person Stress on Inputs Learn from life Separate Curriculum Remain Integration / excluded Inclusion "for some' is not desirable disabled person of being integrated Professional /

experts Technique Learning helplessness Technical interventions Stress on process Curriculum delivery Integration can be delivered everyone, including all Political struggle,

friends & support Power of ordinary experience Assertiveness Transforming power of relationship Stress on outcomes; have a dream Curriculum content Inclusion must be struggled for 7.14.1 Integration or Mainstreaming versus Inclusion South African Government White Paper No.6

Mainstreaming or Integration Mainstreaming is about getting learners to fit into a particular kind of system or integrating them into this existing system. Inclusion Inclusion is about recognising and respecting the differences among all learners and building on the similarities. Mainstreaming is about giving some learners extra support so that they can fit in or be integrated into the normal classroom routine. Learners are assessed by specialists who diagnose and prescribe technical interventions, such as the placement of learners in programmes.

Inclusion is about supporting all learners, educators and the system as a whole so that the full range of learning needs can be met. The focus is on teaching and learning actors, with the emphasis on the development of good teaching strategies that will be of benefit to all learners. Mainstreaming and integration focus on changes that need to take place in learners so that they can fit in. Here the focus is on the learner. Inclusion focuses on overcoming barriers in the system that prevent it from meeting

the full range of learning needs. The focus is on the adaptation of and support systems available in the classroom. The Values of Inclusion All people have a voice and a right to be heard All people have a right to belong and to be part of their community All people have a right to education and life long learning All people have a right to friendship and meaningful relationships All people bring gifts to the world The Values of Inclusion-2 All people have the ability to contribute and

share their gifts and abilities All people have the right to a valued life All people have dreams and aspirations ALL MEANS ALL 7.15 Definitions of Inclusive Education Arrange the definitions of inclusive education from most to least accurate description 7.15.2 Inclusion in education is a process of enabling all children to learn and participate effectively within mainstream school systems. It does not segregate children who have different abilities or needs. Inclusive education is a rights-based approach to educating children and includes those who are subject to exclusionary pressures. Inclusive education creates a learning environment that is child centred, flexible and which enables children to develop their unique capacities in a way which is conducive to their individual styles of

learning. The process of inclusion contributes to the academic development and social and economic welfare of the child and its family, enabling them to reach their potential and to flourish. We distinguish between inclusive education on the one hand and educational integration via special education and special schools, on the other. Inclusive education is different from integration as the latter only denotes the placement of disabled pupils in the mainstream. Integration implies that the child has to change to be able to participate in the existing school system. In inclusive education a change is needed to address accessibility and challenge attitudes of managers, staff, pupils, parents and the local community. Dutch Coalition on Disability and Development 2006 %20All%20Different.pdf 7.15.3Inclusion in education involves:

Valuing all students and staff equally. Increasing the participation of students in, and reducing their exclusion from, the cultures, curricula and communities of local schools. Restructuring the cultures, policies and practices in schools so that they respond to the diversity of students in the locality. Reducing barriers to learning and participation for all students, not only those with impairments or those who are categorised as `having special educational needs'. Learning from attempts to overcome barriers to the access and participation of particular students to make changes for the benefit of students more widely. Viewing the difference between students as resources to support learning, rather than as problems to be overcome. Acknowledging the right of students to an education in their locality. Improving schools for staff as well as for students. Emphasising the role of schools in building community and developing values, as well as in increasing achievement. Fostering mutually sustaining relationships between schools and communities.

Recognising that inclusion in education is one aspect of inclusion in society. Centre for Studies on Inclusive Education Centre for Studies on Inclusive Education (2002). Index for Inclusion: developing learning and participation in schools. 2002, CSIE,Bristol website 7.15.4 Inclusion is about engendering a sense of community and belonging and encouraging mainstream and special schools and others to come together to support each other and pupils with special educational needs. Inclusive schools and authorities have: an inclusive ethos; b. a broad and balanced curriculum for all pupil; systems for early identification of barriers to learning and participation; d. high expectations and suitable targets for all

children. UK Inclusive Schooling November 2001 DfES 7.15.5 The intentional building of relationships where difference is welcomed and all benefit. Person Centred Planning OBrien and Forest, Centre For Inclusion ,Toronto 7.15.6 the right of disabled children to enjoy a full and decent life, in conditions which ensure dignity, promote self-reliance, and facilitate the child's active participation in the community. It also states the right of the disabled child to special care, education, health care, training, rehabilitation, employment preparation and

recreation opportunities; all these shall be designed in a manner conducive to the child achieving 'the fullest possible social integration and individual development, including his or her cultural and spiritual development.' UN Convention on the Rights of the Child 1989 9Article 23) 7.15.7 Every child has a fundamental right to education and must be given the opportunity to achieve and maintain acceptable levels of learning; Every child has unique characteristics, interests, abilities and learning needs; Education systems should be designed and educational programmes implemented to take into account the wide diversity of these characteristics and needs; Those with special educational needs must have access to

mainstream schools which should accommodate them within a child-centred pedagogy capable of meeting these needs; 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 improve the efficiency and ultimately the cost-effectiveness of the entire education system. Salamanca Statement of the UNESCO World Conference On Special Needs Education: Access and Quality (June 1994) 7.15.8 Inclusive education enables all students to fully participate in any mainstream early years provision, school, college or university. Inclusive education provision has training and

resources aimed at fostering every students equality and participation in all aspects of the life of the learning community. All means all. Alliance for Inclusive Education (2000) 7.15.9We also define inclusive education and training as: Acknowledging that all children and youth can learn and that all children and youth need support. Enabling education structures, systems and learning methodologies to meet the needs of all learners. Acknowledging and respecting differences in learners, whether due to age, gender, ethnicity, language, class, disability, HIV or other infectious diseases. Broader than formal schooling and acknowledging that learning also occurs in the home and community, and within formal and informal settings and structures.

Changing attitudes, behaviour, teaching methods, curricula and environment to meet the needs of all learners. Maximising the participation of all learners in the culture and the curriculum of educational institutions and uncovering and minimising barriers to learning. South African Government Definition of inclusion South African Government White Paper No 6 2001 7.15.10 The most important thing is that I want to be part of ordinary life, and I want the same experiences as other kids. Also I want to be allowed to learn things that need thinking about and are challenging. I want to be able to contribute, and to discuss things that are important to me and other kids. We need to be together to do that. When we experience things together, we can learn about what we are each

interested in, and about each others life. It is important to educate schools so they change to make things better for kids who need a lot of help or get very tired. Young disabled person Maresa MacKeith (2000) 7.16. Drama Role Play. In your groups work out a scenario to show the difference between exclusion/segregation, integration and inclusion. The role play should last no more than 3 minutes. Once you have played out your scenario . We will use Forum Theatre techniques to change the scenario. In forum theatre the group as a whole chose the strongest role play and the group play it again. Anyone in the whole group can freeze the action and then brief the role players on a different scenario and take on a role to get different outcome to the scenario.

This can be used as a technique to convince people of the need for change and how to make it happen. Drama Role Play -Roles In your group you have the following roles. A Principal or Headteacher who believes in inclusion, but does not have the resources or training and fears the reactions of his staff and so accept all the children, making excuses. A grandmother who is the main carer of a little girl with cerebral palsy who has difficulty walking and speaking, who thinks her grand daughter has the right to equality. A parent of a non-disabled child who wants her child to get on and thinks the disabled girl will hold her child up. A newly trained class teacher who is a full supporter of inclusive education. Another pupil who does not like difference and is angry

because she is an orphan (through Aids) and has to look after her family. A Governor who is a local Chief who just wants the best for all children, but thinks special schools are best for Disabled Children. What are Human Rights? What is the difference? Human Rights are these protected in your constitution? Civil Rights-is this laid down in your laws? Anti-Discrimination Legislation do you have legislation protecting you from discrimination? 8.12 Human Rights Those 'rights' that are owed to all humans, for

no other reason than that they are human. What it means to be human They cannot be altered by man made law Human rights are thought to exist, no matter what the law says Until now disabled people have not been seen as fully human 8.13 Civil Rights Civil rights, rather than being rights that all of us should have, simply because we are human beings, deal with what individuals or groups of people can do within the law. In legal terms, civil rights can be thought of as those that are written in a country's law or code and interpreted by the courts. Civil rights exist only to the extent that there

are laws that create those rights. 8.14 Non-discrimination or antidiscrimination laws Non-discrimination or anti-discrimination laws are specific pieces of legislation that protect the rights of certain groups of people against poor treatment based on a particular characteristic, such as their gender, religion, ethnic background or disability. For present purposes, we can say that antidiscrimination legislation would prohibit people and organisations treating us less favourably than other people, on the basis of our impairments. Case study on Human Rights

Choose one of the five case studies 8.21 Argentina 8.22 Korea , 8.23 Unicef, 8.24India , 8.25Bangladesh Use the diagram 8.4 to identify the key ingredients of change to campaign for Human Rights in this case. 8.3 Human Rights Campaign Activity In your group take one of the above scenarios. Work

out how you will build a Human Rights Campaign to end the situation outlined and introduce the relevant part of the UN Convention on the Rights of People with Disabilities. What you want to change! What will you do? Who you will recruit to the campaign? How will you research and publicise your campaign? How will you know you have succeeded? The Long struggle for disability rights

in education-1 1948 Universal Declaration of Human Rights Ensures the right to free and compulsory education for all children . 1966 International Covenant on Economic, Social and Cultural Rights Article 13 primary education shall be compulsory and free to all 1989 UN Convention on the Rights of the Child Ensures the right for all children to receive education without discrimination on any grounds 189 countries adopt. 1990 The World Declaration on Education for All Jomtein Declaration First agree to target of Education for All 1993 The UN Standard Rules on the Equalisation of Opportunities for Persons with Disabilities Rule 6 Not only affirms the equal rights of all children, youth and adults with disabilities to education but also states that education should be provided in an integrated school settings and in the general school settings. The Long struggle for disability rights in education-2

1994Salamanca Statement & Framework for Action on Special Needs Education schools should accommodate all children regardless of their physical, intellectual, social, emotional, linguistic or other conditions. This should include disabled and gifted children, street and working children, children from remote or nomadic populations, children from linguistic, ethnic or cultural minorities and children from other disadvantaged or marginalised areas or groups. (para 3) 2000 World Education Forum Framework for Action, Dakar, (EFA goals) + Millennium Development goals Ensuring that all children have access to and complete free and compulsory primary education by 2015. Focus on marginalised + girls. Reaffirm Salamanca. 2000 E-9 Declaration The declaration on EFA was agreed upon during the fourth summit of the nine high population countries 2001 EFA Flagship on The Right to Education for Persons with Disabilities: Towards Inclusion. Links Education For All with Salamanca and need to include disabled and other marginalized children. Working in 6 Regions 2006 UN Disability Convention ( 13th Dec 2006) Promotes the rights of persons with

disabilities to inclusive education Article 24 Adopted by 118 Countries( Oct 2007) 8.6 Principles of UN Convention on the Rights of People with Disabilities CRPD The principles of the present Convention shall be: (a) Respect for inherent dignity, individual autonomy including the freedom to make ones 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 children with disabilities to preserve their identities. 8.61 The Message is in the Process 8 meetings over 5 years First international treaty where the people it is about were part of making it. Treaty was made by consensus. Nothing About Us Without Us 118 countries were involved in the last session Over 80 disabled people were part of state delegations Adopted by General Assembly 13th December 2006 Adopted by 82 countries 30th March 2007. Now 118 Who has signed in SAFOD

Malawi Mozambique Namibia South Africa Swaziland And 14 other African Countries Gabon Ratified

Not signed Angola Botswana Lesotho Zambia Zimbabwe 8.62 Purpose Article 1 Is to promote, protect and ensure full and equal enjoyment of all human rights and fundamental freedoms by all persons with disabilities and to promote respect and inherent dignity.

Persons with disabilities include those who have long term physical, mental, intellectual or sensory impairments which in interaction with various barriers may hinder their full and effective participation in society on an equal basis with others. 8.63 Convention is based on a Paradigm Shift to Social Model Thinking 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. Preamble

8.64 Treaty more progressive than expected! Separate article for women and twin track Separate article for children-recognise evolving capacity-twin track Educationstates ensure an inclusive education system International Cooperation Monitoring Body-12-18 with including experts with disabilities Countries have to report on position disabled people within 2 years of ratification. Optional protocol for individual / voluntary groups 8.65 Article 4 - General obligations 3. In the development and implementation of legislation and policies to implement the present Convention, and in other decisionmaking processes concerning issues relating

to persons with disabilities, States Parties shall closely consult with and actively involve persons with disabilities, including children with disabilities, through their representative organizations. 8.33 Article 33 National implementation and monitoring 1.States Parties, in accordance with their system of organization, shall designate one or more focal points within government for matters relating to the implementation of the present.. 2.States Parties shall, in accordance with their legal and administrative systems, maintain, strengthen, designate or establish within the State Party, a framework, including one or more independent mechanisms, as appropriate, to promote, protect and

monitor implementation of the present Convention. 3.Civil society, in particular persons with disabilities and their representative organizations, shall be involved and participate fully in the monitoring process. 8.66 Monitoring Article 33 1. States Parties undertake to adopt immediate, effective and appropriate measures:(a) To raise awareness throughout society, including at the family level, regarding persons with disabilities, and to foster respect for the rights and dignity of persons with disabilities; (b) To combat stereotypes, prejudices and harmful practices relating to persons with disabilities, including those based on sex and age, in all areas of life; (c) To promote awareness of the capabilities and contributions of persons with disabilities.

8.66 Awareness Raising Article 8 1. States Parties undertake to adopt immediate, effective and appropriate measures:(a) To raise awareness throughout society, including at the family level, regarding persons with disabilities, and to foster respect for the rights and dignity of persons with disabilities; (b) To combat stereotypes, prejudices and harmful practices relating to persons with disabilities, including those based on sex and age, in all areas of life; (c) To promote awareness of the capabilities and contributions of persons with disabilities. 8.66 Awareness Raising Article 8-2 2. Measures to this end include: (a) Initiating and maintaining effective public

awareness campaigns designed: (i) To nurture receptiveness to the rights of persons with disabilities; (ii) To promote positive perceptions and greater social awareness towards persons with disabilities; (iii) To promote recognition of the skills, merits and abilities of persons with disabilities, and of their contributions to the workplace and the labour market; 8.66 Awareness Raising Article 8-3 (b) Fostering at all levels of the education system, including in all children from an early age, an attitude of respect for the rights of persons with disabilities; (c) Encouraging all organs of the media to portray persons with disabilities in a manner consistent with the purpose of the present Convention;

(d) Promoting awareness-training programmes regarding persons with disabilities and the rights of persons with disabilities. 8.7 United Nations Convention on the Rights of People with Disabilities Article 24-Education 1. States Parties recognize the right of persons with disabilities to education. With a view to realizing this right without discrimination and on the basis of equal opportunity, States Parties shall ensure an inclusive education system at all levels and life long learning directed to: (a) The full development of human potential and sense of dignity and self-worth, and the strengthening of respect for human rights, fundamental freedoms and human diversity; (b) The development by persons with disabilities of

their personality, talents and creativity, as well as their mental and physical abilities, to their fullest potential; (c) Enabling persons with disabilities to participate effectively in a free society. Article 24 Education continued-2 2. In realizing this right, States Parties shall ensure that: (a)Persons with disabilities are not excluded from the general education system on the basis of disability, and that children with disabilities are not excluded from free and compulsory primary education, or from secondary education, on the basis of disability; b) Persons with disabilities can access an inclusive, quality and free primary education and secondary education on an equal basis with others in the communities in which they live; c) Reasonable accommodation of the individuals requirements is provided; (d) Persons with disabilities receive the support required, within the

general education system, to facilitate their effective education; (e) Effective individualized support measures are provided in environments that maximize academic and social development, consistent with the goal of full inclusion. Article 24 Education-3 3. States Parties shall enable persons with disabilities to learn life and social development skills to facilitate their full and equal participation in education and as members of the community. To this end, States Parties shall take appropriate measures, including: (a) Facilitating the learning of Braille, alternative script, augmentative and alternative modes, means and formats of communication and orientation and mobility skills, and facilitating peer support and mentoring; (b) Facilitating the learning of sign language and the promotion of the linguistic identity of the deaf community; (c) Ensuring that the education of persons, and in particular

children, who are blind, deaf or deafblind, is delivered in the most appropriate languages and modes and means of communication for the individual, and in environments which maximize academic and social development. Article 24 Education-4 4. In order to help ensure the realization of this right, States Parties shall take appropriate measures to employ teachers, including teachers with disabilities, who are qualified in sign language and/or Braille, and to train professionals and staff who work at all levels of education. Such training shall incorporate disability awareness and the use of appropriate augmentative and alternative modes, means and formats of communication, educational techniques and materials to support persons with disabilities. 5. States Parties shall ensure that persons with disabilities are able to access general tertiary education, vocational

training, adult education and lifelong learning without discrimination and on an equal basis with others. To this end, States Parties shall ensure that reasonable accommodation is provided to persons with disabilities. Shonago-Implementing the Convention-CRPD 1.Outline the key points of your plan 2. Identify who you will mobilise and how to support them? 3. What particular problems do you foresee? 4. How will you meet these concerns? 5. What will be your indicators of success? Shonago-Implementing the Convention-CRPD Each Group to make a presentation of their 5

year plan for introducing Article 24 to Shanago Sue and Richard to critique Presentation of criteria for a National Plan Para 10.- p 36- 38 Country Groups work on National Action Plan Para 12.2 p 46 Questions to answer. Lunch 10. Creating a checklist for developing inclusive education (a) Legislation. Eliminate legislative or constitutional barriers to children and adults alike with disabilities, being included in the regular education system. In this regard States should: Ensure a constitutional guarantee of free and compulsory basic education to all children;

Adopt and entrench legislation aimed at ensuring the rights of persons with disabilities; Ensure that legislation prohibiting discrimination in employment is adoptedand enforced. This will enable persons with disabilities to become teachers; Ratify the Convention on the Rights of Persons with Disabilities; (b) Ministerial Responsibility. Ensure that one ministry is responsible for the education of both children and adults. States may therefore need to: Amend legislation so that the Ministry of Education is responsible for the provision of all education; (c) Develop Mainstream System for

All. Ensure that one school system is responsible for the education of all children in their region. To this end, States may need to: Amalgamate budgets and administration of special education and regular education within a geographical area; Adopt policy priorities and legislation that promotes inclusion of all students in the mainstream education system; (d) Transform Special Schools into Resource Bases. Transform existing special education resources special schools or classes - into resources to assist the mainstream system. T o do this States may need to: Train special educators to serve as additional resources to

regular teachers; Transfer students from special programmes to regular classes supported by the resource staff; Allocate financial resources for the adequate accommodation of all students and for technical assistance to support ministry of education officials, at the district, school and classroom level; Revise testing methods to ensure that accommodation is made for students with disabilities; (e)Teacher Training . Provide pre-service and in-service training to teachers so that they can respond to diversity in the classroom. To this end, States may therefore need to: Train teachers in classroom techniques such as differentiated instruction and cooperative learning;

Encourage persons with disabilities to train as teachers; Use pyramid training techniques where teachers, once trained in inclusive education methodologies, teach other teachers and so on; -Develop Disability Equality Training for all involved in education delivered by disabled trainers (f) Train Administrators. Provide training to educational administrators and support staff on best practice in response to individual student needs. States may need to: Provide models of practice that provide support such as school-based support teams; Provide regular access to new knowledge on school and classroom best practices; -Provide domestic research into best practice as it relates to inclusive education;

g)Remove Constraints on Teachers Ensure that conditions that constrain teachers to teach inclusively are addressed. To do this, States may need to: Address class size. Smaller class sizes are generally considered to be most effective; Revise and adapt curriculum content in accordance with best practice; Ensure that school buildings and materials are accessible to children with disabilities; Contribute to, cooperate with and disseminate ongoing international and national programmes h)Develop Inclusive Early Years. Invest in inclusive early childhood care and education (ECCE) programmes, which can lay

the foundation for lifelong inclusion of children with disabilities in both education and society. States may need to: Undertake a consultative process, including disabled peoples organizations and groups for parents of disabled children, to develop a national ECCE policy; Include ECCE in key government resource documents such as national budgets, sector plans and poverty reduction strategy papers; (i) Train and Empower Parents. Provide training to parents of children with disabilities so that they know about their rights and what to do about it. Here States may need to: Support civil organizations, including those

of parents of children with disabilities , to build capacity on the right to education and how to influence effective policy and practice; (j) Monitor Enrolment and Participation. Develop accountability mechanisms in order to monitor exclusion, school registration and completion of education by persons with disabilities. States should therefore, as a minimum: Adopt and revise reporting mechanisms to disaggregate data on school participation. Such data should specifically include type of disability; k)Prioritise International

Collaboration. Seek, and act upon, assistance as required. To this end, States may need to: Seek assistance on best practice from States and international and/or intergovernmental organizations; Integrate these best practices into legislative and policy frameworks; Where adequate resources are lacking, seek international assistance. The Special Rapporteur also calls on national human rights institutions and civil society: to participate actively in the design of inclusive education and to help monitor implementation and raise awareness. Action Planning Guide for your country Fill country groups. Implementing Article 24

Identify 5 short term actions Next 6 months Identify 5 medium term goals First 3 years Identify 5 longer term actions.3-5 years a) For each identify who will do it-how you will enlist them? b)What resource- where will it come from? c)How will it be done? d)Success criteria to measure and evaluate

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