week 6 2.pdf - Embracing Diversity Toolkit for Creating Inclusive Learning-Friendly Environments Specialized Booklet 3 Teaching Children with

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Teaching Children with Disabilities in Inclusive Settings Embracing Diversity: Toolkit for Creating Inclusive, Learning-Friendly Environments Specialized Booklet 3
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Teaching Children with Disabilities in Inclusive Settings Embracing Diversity: Toolkit for Creating Inclusive, Learning-Friendly Environments Specialized Booklet 3
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iv Published in 2015 by the United Nations Educational, Scientific and Cultural Organization 7, place de Fontenoy, 75352 Paris 07 SP, France and UNESCO Bangkok Office © UNESCO 2015 1 st print: 2009 ISBN 978-92-9223-243-6 (Print version) ISBN 978-92-9223-244-3 (Electronic version) This publication is available in Open Access under the Attribution-ShareAlike 3.0 IGO (CC-BY-SA 3.0 IGO) license (). By using the content of this publication, the users accept to be bound by the terms of use of the UNESCO Open Access Repository (. org/open-access/terms-use-ccbysa-en). The designations employed and the presentation of material throughout this publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. The ideas and opinions expressed in this publication are those of the authors; they are not necessarily those of UNESCO and do not commit the Organization. Editor: Caroline Haddad Graphic designer: Pongsuda Vongsingha TH/APL/15/012
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v The right to education is universal and extends to all children, youth, and adults with disabilities. This right is enshrined in the Convention on the Rights of the Child (1989) and the Convention on the Rights of Persons with Disabilities (2008). It is also addressed in several significant, international declarations, including the World Declaration for Education for All (1990), the UNESCO Salamanca Statement and Framework for Action (1994), and the Dakar Framework for Action (2000). Ensuring the right to education is at the very heart of UNESCO’s mission, which is also affirmed and recognized by its Member States. Such education must also be a quality education. Thus, UNESCO emphasizes not merely the right to education, but also particularly the right to quality education for all. The majority of children with disabilities in developing countries are currently out of school, while many of those enrolled are not learning. Removing barriers to accessing education and to learning for persons with disabilities are prerequisites for the realization of Education for All. To ensure that all children have access to quality education, education policies and practices must be inclusive of all learners, encourage the full participation of all, and promote diversity as a resource, rather than as an obstacle. Inclusive education for all will pave the way to prosperity for individuals and for the society, at large. This prosperity will, in turn, lead to a more peaceful and sustainable development of humanity.
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