Education for All (EFA)

UNESCO/Justin Mott The Education for All (EFA) movement is a global commitment to provide quality basic education for all children, youth and adults. At the World Education Forum (Dakar, 2000), 164 governments pledged to achieve EFA and identified six goals to be met by 2015. Governments, development agencies, civil society and the private sector are working together to reach the EFA goals. The Dakar Framework for Actionmandated UNESCO to coordinate these partners, in cooperation with the four other convenors of the Dakar Forum (UNDP, UNFPA, UNICEF and the World Bank). As the leading agency, UNESCO focuses its activities on five key areas: policy dialogue, monitoring, advocacy,mobilisation of funding, and capacity development. In order to sustain the political commitment to EFA and accelerate progress towards the 2015 targets, UNESCO has established several coordination mechanisms managed by UNESCOs EFA Global Partnerships team.

Inclusive Education

Street children in Cambodia Inclusive education is based on the right of all learners to a quality education that meets basic learning needs and enriches lives. Focusing particularly on vulnerable and marginalized groups, it seeks to develop the full potential of every individual. The ultimate goal of inclusive quality education is to end all forms of discrimination and foster social cohesion.

Vulnerable and Marginalized Groups

Today, 75 million children are excluded from education. Seven out of ten live in sub-Saharan Africa or South and West Asia. Sixty per cent of them are girls living in Arab States and sixty-six per cent in South and West Asia. The main reasons for exclusion are poverty, gender inequity, disability, child labour, speaking a minority language, belonging to an indigenous people, and living a nomadic or rural lifestyle. 'Vulnerable' and 'marginalised' are loose terms encompassing many different individuals and groups deprived of their right to education. Below is a small selection of groups as well as interventions and publications that identify solutions to their integration

Inclusive Education
Education alternatives for children with special needs include having support and encouragement in regular classrooms where mainstream students enjoy accommodations and attention as natural functions
IEP Meeting Cancellation Frustration Parents report frustration over poor attendance and late cancelations of school meetings by teachers, support staff or administrators after families members take time off work and have spent weeks gathering information to present for adequate support and approrpriate placement for their child. Access to Communication and Education Technology Children and teens with disabilities should have access to technology that can provide alternative communication platforms and educational support and inspiration. A quarter century of research has shown the benefits and accommodations tech hardware and software offers people with disabilities. Adaptive Classes and Childhood Disability Adaptive classes for students with IEPs may be helpful, effective, and enjoyable places. But it is better for all to grow up included with mainstream peers, who also benefit from their presence and the accommodations they bring to classrooms and playgrounds - and eventually to all their adult lives. Advocating for Inclusion - Unexpected Benefits While many parents advocate for inclusive classrooms and community programs in hopes of giving their children the opportunity to make friends and grow up with opportunities to participate in social activities throughout their lives, the unexpected benefits of inclusion are just as valuable. Affirmations - Expressing Affection and Acceptance Nothing is more true than affirmations of admiration, affection and acceptance for our children and families After School Homeschooling - Childhood Disability Children with disabilities who do not have opportunities for academics and inclusion during their school day are often taught at home and included in neighborhood events and community programs Apps, Electronic Gadgets and Childhood Disability Nothing has given individuals with disabilities of all ages more options than the availability of the same amazing electronics and inexpensive applications that fascinate their mainstream peers. Art and Self Expression for Children Children with disabilities enjoy self expression and deserve opportunities to develop their creative potential and art skills Assistive Listening Devices for the Classroom Assisted listening devices like FM, soundfield amplification, and induction loop systems, help students challenged by hearing loss, classroom background noise, auditory processing challenges and/or fluctuating conductive hearing loss often found in students with Down syndrome, Co-Teaching and Inclusive Education Co-teaching of inclusive classrooms has been proven successful and productive for more than a decade. Teaching staff, families, and the students involved have positive responses about their experiences with inclusive classrooms, with benefits in both academics and socialization. Early Childhood Education and the NAEYC The best information about quality early childhood education is available to families of children diagnosed with developmental delays, disabilities or other challenges through the same resources as their mainstream peers

Elementary School Transition Transitions during the elementary school years can be well planned and supported so that children with special needs may concentrate on educational opportunities, maintaining self confidence and developing healthy relationships. Explaining Disabilities to Classmates Understanding and explaining to other children what a having a developmental disability will mean for our children is a complicated challenge that may lead to unintended consequences for them as well as their classmates, who may be sensitive about our acceptance of their abilities and struggles. Family Village Inclusion Resources [offsite link] Organizations and links to sites dedicated to supporting individuals with special needs in their communities and schools High School Homeschooling and Transition Homeschooled teens may wish to enroll in certain high school or community college classes, post high school transition or job programs offered to students with special needs, or to participate in high school activities High School Transition and Graduation Options Students entering high school with an IEP or combination IEP and 504 plan may qualify for transition planning and transition services from age 14 through age 21, are encouraged to participate in homecoming and other events, and to find a satisfying option for participation in graduation ceremonies. Homeschooling Children with Special Needs Parents who homeschool their children with special needs report improvements in academic gains, independence and interdependence, as well as improved socialization, self discipline and greater self confidence. IDEA Practices [offsite link] This site answers questions on the Individuals with Disabilities Education Act, keeps you informed about IDEAS that Work, and supports all efforts that help every child learn and progress. IEP Preparation - Teacher Support Preparing for an IEP meeting may be more stressful than planning an appropriate IEP for a child with special educational needs Inclusion Benefits Classmates Practicing inclusion in mainstream classrooms and community programs for our sons and daughters with disabilities benefits all children. Inclusive Education Culture of Down Syndrome Students with Down syndrome are successful in mainstream classrooms when adaptations are made to the regular curriculum and teachers are allowed the flexibility needed to create natural supports Inclusive P.E. for Children with Special Needs Supporting children with special needs in mainstream physical education classes by introducing adaptive P.E. strategies creates better opportunities for mainstream students and builds life long habits for recreation and enjoyable fitness activities. Intuition, Intervention and Support Other people's intuition can be a big stumbling block for children with special needs. Is Diversity Like A New Box of Crayons? We are asking the wrong questions when we discuss whether (or when) a child with a disability should be included in a mainstream classroom, or integrated with typically developing peers in other programs. Mainstream students in regular classrooms already enjoy many accommodations and supports.

Mainstream Classes and Loneliness Advocates for inclusive education, mainstream academic opportunities and support in regular classrooms find that socialization and lifelong friendships are wonderful side benefits to inclusion for students with developmental disabilities. Special education classrooms are not the cure for loneliness. Managing Emergencies at School Emergencies at school may affect children with disabilities, developmental delays, or chronic health conditions more seriously than their mainstream peers during evacuations or sheltering in place. Even emergency drills may pose risks to those who require monitoring, meals and insulin for diabetes. Music Education and Music Therapy Children with disabilities belong in school music programs, and should be allowed to express themselves by playing instruments, writing and singing songs. PACER Center [offsite link] The Parent Advocacy Coalition for Educational Rights of children with disabilities offers workshops, resources and other support for families and educators Peer Mentoring Programs and Childhood Disability Children with disabilities as well as their mainstream peers benefit from being included in peer mentoring and buddy programs in schools and community recreation. Photography Lessons for Children Children and teens who have childhood disabilities or other special needs can use photography for self expression; to document scientific observation or create school projects; or to keep a record of their experiences in the world. Private Schools and Children with Special Needs Private schools for children with special needs can be a wonderful environment for inclusion, with appropriate support and encouragement for everyone. Reading and Literacy Skill Development - Review Literacy Skill Development for Students with Special Learning Needs, by Leslie Broun and Patricia Oelwein, describes fun, effective strategies for teaching reading to students with different learning styles, including those often considered unlikely to learn to read who have Autism or Down syndrome. Reading Readiness and Reading Strategies Strategies for encouraging and teaching reading to children with special needs also help us recognize reading readiness Recess Skills for Children with Special Needs Knowing recess games and practicing playground skills are an important part of preparing for the new school year and enjoying the year already underway. School Bus Rides Preparing for the first school bus rides of the new school year can relieve anxiety and build anticipation in students with special needs Special Education Special Education Resources Teaching Children to Count Coins and Bills Children may not understand the value of coins intuitively because bigger coins like nickels and pennies are worth less than the smaller dime, and it may be difficult for them to tell nickels, quarters and dollar coins apart by size.

Teaching Handwriting to Children Children may have difficulty learning handwriting due to physical or neurological immaturity, motor planning or sensory integration difficulties, developmental disability, or lack of opportunities, modifications or tools that accommodate, reduce or eliminate the challenges they face. Teaching Students in Inclusive Classrooms Teachers often build inclusive classrooms for mainstream children to develop better social skills, self discipline, higher self esteem, encourage academic competence or to support special ed students with IEPs through Universal Design in education curriculum, modifying lesson plans and peer support. Universal Design - General Education Curriculum The philosophy, strategies and techniques behind the Universal Design for Learning have created new opportunties in engagement, learning and expression for students with special needs WrightsLaw [offsite link] "Parents, advocates, educators, and attorneys come to Wrightslaw for accurate, up-to-date information about effective advocacy for children with disabilities." And, its true. When it comes to special ed and advocacy, WrightLaw is the best Ive seen on the Web. Links marked with the [offsite link] designation point to websites not associated with BellaOnline.com. BellaOnline.com is not responsible for the material found there.

Classification
Inclusion has two sub-types: the first is sometimes called regular inclusion or partial inclusion, [4] and the other is full inclusion. "Inclusive practice" is not always inclusive but is a form of integration. For example, students with special needs are educated in regular classes for nearly all of the day, or at least for more than half of [4] the day. Whenever possible, the students receive any additional help or special instruction in the general classroom, and the student is treated like a full member of the class. However, most specialized services are provided outside a regular classroom, particularly if these services require special equipment or might be disruptive to the rest of the class (such as speech therapy), and students are pulled out of the regular classroom for these services. In this case, the student occasionally leaves the regular classroom to attend smaller, more intensive instructional sessions in a resource room, or to receive other related services, such as speech and language [4] therapy, occupational and/or physical therapy, and social work. This approach can be very similar to [4] many mainstreaming practices, and may differ in little more than the educational ideals behind it. In the "full inclusion" setting, the students with special needs are always educated alongside students without special needs, as the first and desired option while maintaining appropriate supports and [5] services. Some educators say this might be more effective for the students with special needs. At the extreme, full inclusion is the integration of all students, even those that require the most substantial educational and behavioral supports and services to be successful in regular classes and [5] the elimination of special, segregated special education classes. Special education is considered a service, not a place and those services are integrated into the daily routines and classroom structure, environment, curriculum and strategies and brought to the student, instead of removing the student to meet his or her individual needs. However, this approach to full inclusion is somewhat controversial, [5][6][7][8] and it is not widely understood or applied to date. Much more commonly, local educational agencies provide a variety of settings, from special classrooms to mainstreaming to inclusion, and assign students to the system that seems most likely to help the student achieve his or her individual educational goals. Students with mild or moderate disabilities, as well as disabilities that do not affect academic achievement, such as using wheelchair, are most likely to be fully included. However,
[3]

students with all types of disabilities from all the different disability categories have been successfully included in general education classes, working and achieving their individual educational goals in regular school environments and activities (reference needed). [edit]Alternatives Students with disabilities who are not included are typically either mainstreamed or segregated. A mainstreamed student attends some general education classes, typically for less than half the day, and often for less academically rigorous classes. For example, a young student with significant intellectual disabilities might be mainstreamed for physical education classes, art classes and storybook time, but spend reading and mathematics classes with other students that have similar disabilities. They may have access to a resource room for remediation of course content. A segregated student attends no classes with non-disabled students. He or she might attend a special school that only enrolls other students with disabilities, or might be placed in a dedicated, selfcontained classroom in a school that also enrolls general education students. Some students may be confined to a hospital due to a medical condition and are thus eligible for [9] tutoring services provided by a school district. Less common alternatives [10] include homeschooling and, particularly in developing countries, exclusion from education. [edit]Legal

issues

The new anti-discriminatory climate has provided the basis for much change in policy and statute, nationally and internationally. Inclusion has been enshrined at the same time that segregation and discrimination have been rejected. Articulations of the new developments in ways of thinking, in policy and in law include: The UN Convention on the Rights of the Child (1989) which sets out childrens rights in respect of freedom from discrimination and in respect of the representation of their wishes and views. The UNESCO Salamanca Statement (1994) which calls on all governments to give the highest [12] priority to inclusive education. The UN Convention on the Rights of Persons with Disabilities (2006) which calls on all States [13] Parties to ensure an inclusive education system at all levels.
[11]

For schools in the United States, the federal requirement that students be educated in the least restrictive environment that is reasonableencourages the implementation of inclusion for some students. [edit]Frequency

of use

The proportion of students with disabilities who are included varies by place and by type of disability, but it is relatively common for students with milder disabilities and less common with certain kinds of severe disabilities. In Denmark, 99% of students with learning disabilities like dyslexia are placed in [14] general education classrooms. In the United States, three out of five students with learning [ disabilities spend the majority of their time in the general education classroom.