International instruments also stress the need for curriculum flexibility

International instruments also stress the need for

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International instruments also stress the need for curriculum flexibility, addition and adaptation. Curricula should be adapted to children's needs following the principle that all children should be provided with the same education adapted to suit different individual needs. Support services are needed to enable disabled children to receive the same education as non- disabled children in mainstream schools. Facilities and equipment necessary to meet the needs of disabled pupils are described in international instruments. The Standard Rules on the Equalization of Opportunities for Persons with Disabilities mention the provision of interpreter services. The Salamanca Statement and its Framework of Action indicate the need of 96
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special materials and support teachers. There should be support programmes within the school and, where necessary, provision of assistance from specialist teachers and external support staff. Appropriate and affordable technology should be used when necessary to enhance success in the school curriculum and to aid communication, mobility and learning. To facilitate the provision of support services, training institutions and special schools can be useful. They can provide access to specific resources that are not provided in regular classrooms. Concerned by the accessibility to the necessary equipment, the Sundberg Declaration (article 11) points out the importance to enable developing countries manufacture such equipment. 3.3 Special Education Not all disabled persons can follow education in mainstream schools, and need, therefore, a special form of education. This special education can be provided for in boarding special schools or day special schools and divided in different categories according to the specific needs of disabled persons with different impairments. Special education should receive at least the same level of educational resources as education for students without disabilities, and a common administrative structure should be organised. The purpose of special education is to allow "...all persons with handicaps, especially those with communication problems..." to have access to educational programmes adapted to their specific needs "...so as to put the maximum of their capacity at the service of the society." (article 5 of the Sundberg Declaration). However, special education should only be directed to students with severe or multiple disabilities, and should be aimed at preparing them for education in the general school system by integrating special education services into mainstream education (rule 6 (8) of The Standard Rules of Equalization of Opportunities for Persons with Disabilities ). According to The Standard Rules of Equalization of Opportunities for Persons with Disabilities , Rule 6 (9) states that special education might be adequate especially for the deaf and / or blind people because of their special communication needs. This education could be provided in special schools, or special classes in regular schools. In any case, special education
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