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Implementing Inclusive Education

A Commonwealth Guide to Implementing Article 24 of the UN Convention on the Rights of Persons with Disabilities

image of Implementing Inclusive Education
Inclusion in education is a process of enabling all children to learn and participate effectively within mainstream school systems, without segregation. It is about shifting the focus from altering disabled people to fit into society to transforming society, and the world, by changing attitudes, removing barriers and providing the right support.



The UN Convention on the Rights of Persons with Disabilities requires the development of an inclusive education system for all. This revised and expanded second edition of Implementing Inclusive Education examines the adoption of the Convention and provides examples, both through illustrated case studies and on the accompanying DVDs, of how inclusive education systems for all children have been established in pockets throughout the Commonwealth and beyond.



The message is clear: it can be done. The task is now to implement inclusive education worldwide.

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Inclusive Education

UNESCO sees inclusive education as a process of addressing and responding to the diversity of needs of learners through increasing participation in learning, cultures and communities, and reducing exclusion within and from education. This involves changes in content, approaches, structures and strategies, with a common vision which covers all children within an appropriate age range. It embodies the conviction that it is the responsibility of the mainstream education system to educate all children.61 Inclusive education seeks to address the learning needs of all children, young people and adults, with a specific focus on those who are vulnerable to marginalisation and exclusion. Schools should accommodate all children, regardless of their physical, intellectual, social, emotional, linguistic or other impairments. They should provide for 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 marginalised areas or groups.

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