Inclusive Education
Everyone hast their to education
Article 26 –Universal Declaration of Human Rights
No disabled person should be denied the right to participate fully in education alongside others of their age
Education is not only a fundamental right but also a basic necessity to be able to participate and flourish in one’s community. It is the stage where children and adults learn to integrate into and become an active member of society
Inclusion International
Inclusive Education is
. Supporting all people to participate in the cultures, curricula and communities of their local educational setting
. Education is regular classrooms, with people of the same age and with the same teacher with flexibility and adaptations to meet the needs of the Individual
. A value as well as a participate
New Zealand Disability Strategy
Making a World of Difference –Whakanui Oranga Objective 3: Provide the best education for disabled people
. Improve education so that all children, youth and adult learners will have equal opportunities to learn and develop in their local, regular educational centres
Successful inclusive education occurs when
. Families are in active partnership with educators
. Principals, teachers and schools boards make it happen
. Teacher education provides teachers with the skills to cater to the diverse needs of all students
. Specialists work in partnership with teachers
. Accommodations are made to support individuals to learn
. Schools are resourced to teach all children well
. All children are given opportunities to have a say in their learning
Inclusive Education works
. Research and practice in New Zealand and internationally shows that inclusive education benefits all learners
. Inclusive education producers’ people who are better educated and better also to participate and contribute as members of their communities and society than segregated education
Inclusive Education is the best option for students with a disability
. Segregated education leads to social segregation, discrimination and isolation of people with disabilities in adult life
. It now widely recognised that inclusive education confers significant psychological advantages for children with a disability, as well a greater fulfilment and, especially, social and emotional needs
UN Special Rapporteur on the Right Education (2007)
Inclusive Education benefits all students
. Inclusion removes barriers to participation and learning for all children
. Children who learn with others who are different expect and respect diversity and use this experience to the benefits of their communities and workplaces
. By catering to diversity, inclusive teachers and schools become versatile and creative in their approach to learning, which enriches the quality of all students’ education
Inclusive Education works for the community
. Inclusive schools help build inclusive communities where people’s difference are valued, where each remember gets supported to contribute, and where the human values created as a result support our societies to achieve our most important goals
. Inclusive education can be both cost-efficient and cost-effective
UN Special Rapporteur on the Right Education (2007)
Inclusive Education is part of New Zealand’s international obligations
States Parties recognise the right of persons with disabilities to education. In releasing this right, States Parties shall ensure that persons with disabilities can accesses an inclusive, quality and free primary education and secodanday and secondary education on an equal basis with others in the communities in which they live
Article 24- United Convention on the Rights of Persons with Disabilities
Incisive Education in practice
. To achieve successful inclusive education the education system in New Zealand must change so that it has the resources, understandings, values and commitment to teach all children well in noon-discriminatory local education settings
. The Ministry of Education will need to take the lead across the sector to unsure that no child is denied accesses to their local school because of their impairment
Ministry of Education Statement of intent 2007-2012
Inclusive Education
. Works
. Is about all children
. Values difference
. is flexible and adapted to meet individual needs
. Offers an alternative to segregated education
. Meets our national and international human rights obligations
. Is about educating for social justice in a non disabling society
Resources and Contacts
Booth, T Ainscow, M. (2002). Index for inclusion: developing learning and participation in schools. Centre of Studies for inclusive Education. Set of materials to guide schools through a process of inclusive school development, see www.csie.org.uk
IHC Advocacy
0800 442 442 or www.ihc.org.nz
Everyone hast their to education
Article 26 –Universal Declaration of Human Rights
No disabled person should be denied the right to participate fully in education alongside others of their age
Education is not only a fundamental right but also a basic necessity to be able to participate and flourish in one’s community. It is the stage where children and adults learn to integrate into and become an active member of society
Inclusion International
Inclusive Education is
. Supporting all people to participate in the cultures, curricula and communities of their local educational setting
. Education is regular classrooms, with people of the same age and with the same teacher with flexibility and adaptations to meet the needs of the Individual
. A value as well as a participate
New Zealand Disability Strategy
Making a World of Difference –Whakanui Oranga Objective 3: Provide the best education for disabled people
. Improve education so that all children, youth and adult learners will have equal opportunities to learn and develop in their local, regular educational centres
Successful inclusive education occurs when
. Families are in active partnership with educators
. Principals, teachers and schools boards make it happen
. Teacher education provides teachers with the skills to cater to the diverse needs of all students
. Specialists work in partnership with teachers
. Accommodations are made to support individuals to learn
. Schools are resourced to teach all children well
. All children are given opportunities to have a say in their learning
Inclusive Education works
. Research and practice in New Zealand and internationally shows that inclusive education benefits all learners
. Inclusive education producers’ people who are better educated and better also to participate and contribute as members of their communities and society than segregated education
Inclusive Education is the best option for students with a disability
. Segregated education leads to social segregation, discrimination and isolation of people with disabilities in adult life
. It now widely recognised that inclusive education confers significant psychological advantages for children with a disability, as well a greater fulfilment and, especially, social and emotional needs
UN Special Rapporteur on the Right Education (2007)
Inclusive Education benefits all students
. Inclusion removes barriers to participation and learning for all children
. Children who learn with others who are different expect and respect diversity and use this experience to the benefits of their communities and workplaces
. By catering to diversity, inclusive teachers and schools become versatile and creative in their approach to learning, which enriches the quality of all students’ education
Inclusive Education works for the community
. Inclusive schools help build inclusive communities where people’s difference are valued, where each remember gets supported to contribute, and where the human values created as a result support our societies to achieve our most important goals
. Inclusive education can be both cost-efficient and cost-effective
UN Special Rapporteur on the Right Education (2007)
Inclusive Education is part of New Zealand’s international obligations
States Parties recognise the right of persons with disabilities to education. In releasing this right, States Parties shall ensure that persons with disabilities can accesses an inclusive, quality and free primary education and secodanday and secondary education on an equal basis with others in the communities in which they live
Article 24- United Convention on the Rights of Persons with Disabilities
Incisive Education in practice
. To achieve successful inclusive education the education system in New Zealand must change so that it has the resources, understandings, values and commitment to teach all children well in noon-discriminatory local education settings
. The Ministry of Education will need to take the lead across the sector to unsure that no child is denied accesses to their local school because of their impairment
Ministry of Education Statement of intent 2007-2012
Inclusive Education
. Works
. Is about all children
. Values difference
. is flexible and adapted to meet individual needs
. Offers an alternative to segregated education
. Meets our national and international human rights obligations
. Is about educating for social justice in a non disabling society
Resources and Contacts
Booth, T Ainscow, M. (2002). Index for inclusion: developing learning and participation in schools. Centre of Studies for inclusive Education. Set of materials to guide schools through a process of inclusive school development, see www.csie.org.uk
IHC Advocacy
0800 442 442 or www.ihc.org.nz