My Life

Overcoming Exclusion through Inclusive Approaches in Education
A CHALLENGE

&A VISION

Conceptual Paper

Overcoming Exclusion through Inclusive Approaches in Education A CHALLENGE
Conceptual Paper

&A VISION

United Nations Educational, Scientific and Cultural Organization

Content
UNESCO wishes to acknowledge the great contribution of PROF. TONY BOOTH for the conceptual development of this paper. We also wish to thank DR JAMES LYNCH for his help in earlier drafts of the paper, as well as all the colleagues, researchers and practitioners who have provided their feedback and insight at various stages of this paper.

Introduction
Page 3

I

Defining Inclusive Education
Page 7

II

The Scene of Exclusion
Page 9

III

Overcoming Exclusion through Inclusive Approaches in Education
Page 13

IV V

© UNESCO 2003 Section for Early Childhood and Inclusive Education Basic Education Division 7, place de Fontenoy, 75352 PARIS 07 SP, France Phone: [phone] Fax: [phone] Electronic Addresses: [e-mail] http://www.unesco.org/education/inclusive
Design : J. Gébara CRÉAGRAPHIE, Paris 01 56582844, creag @ noos.fr Photo : Olav A. Saltbones © UNESCO ED-2003/WS/63

Some Steps Forward
Page 21

Conclusion: Inclusive Education and Education for All
Page 29 References and further reading Page 31

VI

I

Introduction

I
Marginalisation a threat to society
One of the greatest problems facing the world today is the growing number of persons who are excluded from meaningful participation in the economic, social, political and cultural life of their communities. Such a society is neither efficient nor safe. The Jomtien World Conference on Education for All (1990) set the goal of Education for All. UNESCO, along with other UN agencies, and a number of international and national non-governmental organisations, has been working towards achieving this goal - adding to the efforts made at the country level. Despite

References: and further reading Ainscow, M. (1999) Understanding the development of inclusive schools. London: Falmer. Bernard, A. (2000) Education for All and Children who are Excluded. Education for All 2000 Assessment. Thematic Studies. On the Internet: http://www2.unesco.org/wef/en-leadup/findings_excluded%20summary.shtm Booth, T. (1996). A Perspectives on Inclusion from England, Cambridge Journal of Education, Vol. 26, No: 1: pp/87-99. Dakar Framework for Action – Education for All, meeting our collective commitment. On Internet: http://www2.unesco.org/wef/en-conf/dakframeng.shtm Fine, M. (2000) Creating Inclusive Communities. An Inquiry into organizational approaches for Pursuing Diversity. Academy for Education Development and The National Youth Leadership Council, Service-Learning Diversity project. On the Internet: http://www.aed.org/publications/pubs_inclusion.pdf Human Sciences Research Council (HSCR) (2000) With Africa for Africa. Towards Quality Education for all. 1999 MLA Project. UNESCO. UNICEF. HSCR. International Consultative Forum on Education for All (2000) Statistical Document. Education for All Year 2000 Assessment. Paris: UNESCO Publishing. International Consultative Forum on Education for All (2000). Global Synthesis. Education for All Year 2000 Assessment. Paris: UNESCO Publishing. McGregor, G. & Timm Vogelsberg, R. (1998) Inclusive Schooling Practices: Pedagogical and Research Foundations. A Synthesis of the Literature that Informs Best Practice about Inclusive Schooling. Consortium on Inclusive Schooling Practices. The University of Montana. Rural Institute on Disabilities. Meijer, C. (1999) Financing of Special Needs Education. A Seventeen Country Study of the Relation between Financing of Special Needs Education and Integration. European Agency for Development in Special Needs Education. Middelfart: Denmark. National Commission on Special Needs in Education and Training (NCSNET) and National Committee on Education Support Services (NCESS) (1997) Quality Education for All. Overcoming barriers to learning and development. Department of Education: Pretoria. National Department of Education (1997) Curriculum 2005. Lifelong learning for the 21st century. South Africa: CTB Books. IV REFERENCES AND FURTHER READING 31 Overcoming Exclusion through Inclusive Approaches in Education A &ACHALLENGE VISION Conceptual Paper 32 OECD – CERI (1999) Inclusive Education at Work. Students with Disabilities in Mainstream Schools. Paris: OECD. Supovitz, J. and Brennan R. (1997) Mirror, Mirror on the Wall, Which Is the Fairest Test of All? An Examination of the Equitability of Portfolio Assessment Relative to Standardized Tests. Harvard Educational Review. Vol. 67 No.3 Fall. UNESCO (1985) Helping Handicapped Pupils in Ordinary Schools: Strategies for Teacher Training. UNESCO (1990) World Declaration on Education for All and Framework for Action to Meet Basic Learning Needs. International Consultative Forum on Education for All. Paris: UNESCO. UNESCO (1994) The Salamanca World Conference on Special Needs Education: Access and Quality. UNESCO and the Ministry of Education, Spain. Paris: UNESCO. UNESCO (1996) Learning: the Treasure Within. Report to UNESCO of the International Commission on Education for the Twenty-first Century. Paris: UNESCO. UNESCO (1998) Wasted Opportunities: When Schools Fail. Education for All. Status and Trends. Paris: UNESCO. UNESCO (1999a) From Special Needs Education to Education for All. A Discussion Document. Tenth Steering Committee Meeting UNESCO Paris 30 September – 1 October 1998. Unpublished manuscript. UNESCO (1999b) Welcoming Schools. Students with Disabilities in Regular Schools. Paris: UNESCO UNESCO (2001a) Including the Excluded: Meeting diversity in education. Example from Romania. Paris: UNESCO. UNESCO (2001b) Including the Excluded: Meeting diversity in education. Example from Uganda. Paris: UNESCO. UNESCO (2001c) Open File on Inclusive Education. Paris: UNESCO. United Nations (1989) Convention on the Rights of the Child. New York: United Nations.