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Convention on the Rights of the Child (CRC) applies for children under 18. Recognises education as a legal right to every child on the basis of equal opportunity. Its Article 28 guarantees free compulsory primary education for all;
World Conference on Special Needs Education: Access and Quality, Salamanca, Spain, 1994 The Dakar Framework for Action thus clearly sets inclusive education as one of the main strategies to address the question of marginalization and exclusion. “The fundamental principle of EFA is that all children should have the opportunity to learn. The fundamental principle of Inclusive Education is that all children should have the opportunity to learn together.”
Teachers need to identify the particular barriers that children experience in learning. This means undertaking assessments of the child’s difficulties with the aim of reducing or, wherever possible, removing obstacles to learning.
It is therefore about changing attitudes, behaviours, teaching methods, curricula and environment to meet the needs of all children. In fact inclusion is a dynamic process that is constantly evolving according to local cultures and contexts and is part of the wider strategy to promote an inclusive society.
Which of these teaching methods helped you to learn the best? Are you using these in your classroom? How are your children responding to these methods? Are they actively and happily learning, or are they just sitting quietly listening to you? How are they performing well on their examinations, quizzes, or other assessments?
- Ensuring the Right to Education for ALL
Why should persons, any school, any country forbidden anyone to growth… growing is a natural process and we all should learn with each other… we are preparing children to live in a society where everybody have equal rights!
eTwinning - PDW Madeira - Inclusive education
eTwinning ambassador - Portugal
3 / 5 October 2019
Education is not a privilege.
It is a human right.
United Nations: Universal Declaration on Human
United Nations: Convention on the Rights of
United Nations: International Covenant on
Economic, Social and Cultural Rights
UNESCO: Global Education 2030 Agenda
Sustainable Development Goal (SDG) 4
on education calls for inclusive and
equitable quality education
UNESCO: Convention against Discrimination in
“… 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.”
The Salamanca Statement and Framework for Action on Special Needs Education (1994)
acknowledges that all
children can learn and that
all pupils, including many
considered to be non-
disabled, need some form of
support in learning during
their time at school.
An inclusive learning-friendly environment
Welcomes, nurtures, and educates all children regardless of their
gender, physical, intellectual, social, emotional, linguistic, or other
characteristics.They may be disabled or gifted children, street or
working children, children of remote or nomadic peoples, children from
linguistic, ethnic or cultural minorities, children affected by HIV/AIDS,
or children from other disadvantaged or marginalized areas or groups.
Source: Guidelines for Inclusion: EnsuringAccess to Education for All
“Education is a social
process; education is
growth; education is
not preparation for
life but is life itself.”
▪ Embracing diversity: toolkit for creating inclusive, learning-friendly environments
▪ Guidelines for Inclusion: Ensuring Access to Education for All
▪ A guide for ensuring inclusion and equity in education
▪ The Salamanca Statement and Framework forAction on Special Needs Education
▪ Understanding education as a right
▪ Inclusive Education in low income countries (Mariga, McConkey and Myezwa, 2014)