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3. INCLUSION IN INTERNATIONAL DOCUMENTS 2000 – PRESENT: The World Education Forum in Dakar in 2000 reconfirmed the vision formulated in the World Declaration on Education for All, as many children were still denied access to education. Therefore, the Dakar Action Plan highlighted the fact that the risk of exclusion of disadvantaged people in society still exists. It aimed to establish access to basic education for all by the year 2015. The significant disproportion between the number of boys and girls attending schools in some areas of the world was found to be particularly problematic. Right to Education for Persons with Disabilities: Towards Inclusion was established as a response to the Dakar Forum within the activities of UNESCO in 2001. The project is the result of collaboration between a number of governmental and non-governmental organizations dealing with education and inclusion. Its aim is to monitor and support the fulfillment of the objectives formulated at the World Forum in Dakar, particularly to support the education of all children without discrimination and the inclusion of children with disabilities. The Salamanca Statement and Framework for Action on Special Education, adopted in 1994, goes beyond the older documents. Previously discussed international documents formulated the right to education as such, however, did not imply inclusion. The right to inclusive education was first clearly formulated as late as in 1994 in Salamanca. The Assembly was attended by over 300 participants representing 92 governments and international organizations. The aim was to propose major legislative changes that would support inclusive education, in particular the ability of schools to create the conditions for all students with an emphasis on pupils with special educational needs. The fundamental principle of inclusive schools is that “all children should learn together, wherever possible, regardless of any difficulties or differences they may have. Inclusive schools must recognize and respond to the diverse needs of their students, accommodating both different styles and rates of learning and ensuring quality education to all through appropriate curricula, organizational arrangements, teaching strategies, resource use and partnerships with their communities. There should be a continuum of support and services to match the continuum of special needs encountered in every school.” The statement also provides that inclusive schools must be given additional support whenever they need it to ensure the effectiveness of the education they provide. An inclusive school is considered to be the most effective means of building solidarity and a sense of belonging among children with special needs and their peers, combating discriminatory attitudes and creating an inclusive society. Last but not least the positive economic impact in the context of inclusive education is also mentioned. The statement also comments on the position of special schools in inclusive education. The assignment of a child to "special schools – or special classes or sections within a school on a permanent basis – should be the exception, to be recommended only in those infrequent cases where it is clearly demonstrated that education in regular classrooms is incapable of meeting a child’s educational or social needs or when it is required for the welfare of the child or that of other children". The existence of special schools is not negated; their position is simply changed. They are no longer the first choice for students with disabilities. They become training centres and partners of mainstream schools. The UN Convention on the Rights of Persons with Disabilities was adopted by the UN in2006 and came to power in the Czech Republic in 2009. It confirms inclusive education as the right of every individual. Article 24 stipulates that “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.” The States further agree to ensure that students with disabilities are not excluded from any level of education (including life-long) on the basis of disability and will have access to education where they live. The statement highlights the need for the adoption of social skills necessary for the full participation of students with disabilities in education and also in social life. For this reason, it stresses the need to acquire special skills (Braille, sign language, etc.). For blind, deaf or deaf-blind students it allows for the possibility of segregated education with respect to the need for an environment that allows their maximum academic and social development. The Salamanca statement and UN declaration has led to debate and arguments against inclusion as it has been formulated. Many professionals in education highlight the dangers of excessive pressure on inclusive arrangements, which may result in mere physical inclusion accompanied by emotional and social exclusion; a situation where students with special needs are placed in mainstream schools, but are not accepted by their peers, their teachers, or eventhemselves. |