Salamanca statement on special education

SALAMANCA STATEMENT ON INCLUSIVE EDUCATION

1. policy perspectives for inclusive education

2. S.NO NAME OF THE STUDENTS TOPIC ROLL. NO 1 PUNYA PRIYA Introduction & the Salamanca convention & CONCLUSION 47 2 AMBILY GEORGE The Salamanca statement on special needs education adopted by the world conference on special needs 37 3 DEEPA SHANKAR .U Framework for action in special needs education introduction 48 4 PRIYADARSHINI ALBERT Guidelines for action at the national level 51 5 SOWJANYA Guidelines in integrating children with special educational needs in to inclusive schools 52

3. Policies initiated by Government before and after 1970’s To bridge gap between “EXCEPTIONALITIES AND NORMALCY”

4. Advances in major fields paved way to inclusive practices for CHILDREN WITH SPECIAL NEEDS (CWSN) India, takes pride to bring education of CWSN to forefront, a step to achieve Universalization of Elementary Education (UEE)

5. The Salamanca Convention International Summit, Salamanca, Spain, 1994 has witnessed representatives from 92 Governments and 25 International Organizations form a World Conference on Special Needs Education. Reaffirmed the Right To Education of every individual with differences. Many countries followed the suit towards Inclusive form of educational policy ad practices in the successive decades.

6. Salamanca Statement on Special Needs Education - Adopted by the World Conference on Special Needs Education.

7. More than 300 participants representing 92 governments and 25 international organizations met in Salamanca, Spain in June 1994 . Purpose of the meet:

8. Organized by the Government of Spain and UNESCO, the Conference adopted… The Salamanca Statement on Principles, Policy and Practice in Special Needs Education and A Framework for Action.

9. What Salamanca Statement says/ Proclaims…

10. The Salamanca Statement asks governments to:

11. Ensure that special needs education forms part of every discussion dealing with education. Mobilise the support of teacher training institutions to enhance teacher education by focussing on special educational needs’ guidance. Stimulate the academic community to strengthen research and networking and to establish regional centres of information and documentation.

12. Framework for Action on Special Needs in Education

13. Where and When is it designed and by whom? It is a Framework for Action on Special Needs Education which was adopted by the World Conference on Special Needs Education It is organized by the Government of Spain in co-operation with UNESCO, which was held in Salamanca from 7 th to 10 th of June in 1994

14. What is the Purpose The Framework draws extensively upon the national experience of the participating countries as well as upon resolutions, recommend actions and publications of the United Nations system and other inter-governmental organizations Especially prepared standard Rules on the Equalization of Opportunities for Persons with Disabilities implementing the Salamanca Statement on Principles, Policy and Practice in Special Needs Education.

15. The right of every child to educate is proclaimed in the Universal Declaration of Human Rights and was forcefully reaffirmed by the World Declaration on Education for All Every person with a disability has a right to express their wishes with regard to their education. Parents have an inherent right to be consulted on the form of education best suited to the needs, circumstances and aspirations of their children

16. The guiding principles that informs this Framework are

17. This Framework for Action comprises the following sections :

18. Guidelines for action at the national level

19. Guidelines for action at the national level Policy and Organization

20. Developing inclusive school demands the articulation of a clear and forceful policy on inclusion. It requires adequate financial provision, community effort to fight prejudice and create positive attitudes, orientation and staff training and provision for support services. The world declaration on education for all emphasized the need for a child-centered approach, aimed at ensuring the success schooling of the children.

21. Guidelines in integrating children with special educational needs in to inclusive schools

22. Community Perspective 1. Parent Partnership : The education of children with special need is a shared task for parents and professionals. a. Parent needs support and necessary information in simple and clear language, training in parenting skills in order to assume the role of a parent of a child with special needs. b. Parent should be guided in the choice of the type of educational provision they desire for their child c. Parents should be encouraged to participate in education activities at home and at the school where they could observe effective technique and learn how to organize extra-curricular activities as in the supervision and the support of the children's learning

23. d. Statement of policy and legislation concerning parental rights should be made known by the government to the parents. e. The development of parents association should be promoted and their representatives involved in the design and implementation of programmes intended to enhance the education of their children. Community Participation: a. Local administrators should encourage community participation by giving support to representative association and inviting them to take part in decision b. Mobilizing and monitoring mechanism by local civil administration, educational, health and development authorities, community leaders and voluntary organization helps in meaningful participation. c. Community involvement can led to participation in school activities help in doing homework and compensate for lack of family support. d. They should be invited to take an active part in identifying needs, expressing views on priorities, administering services, evaluating performance and advocating change.

24. conclusion Framework intended as an overall guide of planning action in special needs education Evades variety of situations encountered by regions and countries. Compliments national, regional and local bodies plans of action, inspired by political and will to achieve education for all