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<p><img width="90%" src="//d24jp206mxeyfm.cloudfront.net/assets/courseware/v1/8d4eb1e7f162432f0fcf15572c4c21bb/asset-v1:OSCE+HD-RPD-EN+2021_09+type@asset+block/undraw_developer_activity_bv83.png" alt="Inclusive Education" /></p>
<p>Welcome to Inclusive Education. By the end of this unit, you will:</p>
<ul>
<li>Understand the contemporary international ecosystem around the education of children with disabilities;</li>
<li>Be informed about how the rights of children with disabilities are framed and promoted through international laws and policies;</li>
<li>Understand the different perspectives on inclusive education and other forms of educating children with disabilities experience;</li>
<li>Learn the interrelationship between the education of children with disabilities and the global development agendas; and</li>
<li>Review the principles and strategies of inclusive education enforcement.</li>
</ul>
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<p>Between 93 million and 150 million children are estimated to live with disabilities worldwide. The best estimates are that, in low and lower-middle income countries, around 40 percent of children with disabilities are out of school at primary level, and 55 percent at lower secondary level, although these numbers can vary enormously between different countries, and evidence on gender disparities is mixed.</p>
<p>Approximately 85% of primary school-age children with disabilities who are not in school have never attended school. In some countries, negative attitudes about placing children with disabilities in the general classroom have resulted in segregated schools for children with disabilities, while in other countries the lack of disability awareness and financial resources is the main cause of exclusion.</p>
<p>Millions of children with disabilities are left out of the education sector due to insufficient and/or outdated data systems and a lack of knowledge on how they can be effectively included in education sector planning and implementation. They often face a multitude of barriers in attending, participating in, and ultimately benefiting from school.</p>
<p>Most public primary schools lack accessible furniture and facilities, including transportation. Children with disabilities are less likely to stay in school than their non-disabled peers. When children with disabilities attend school, an inaccessible learning environment and a lack of support for learning hinders their education.</p>
<p>Also, learning gaps have widened between children with disabilities and their non-disabled peers in general, and they are the least likely to complete primary school.</p>
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<p><img height="425" width="924" src="//d24jp206mxeyfm.cloudfront.net/assets/courseware/v1/9a8ae10b97a72ef03ab432f74d279dc2/asset-v1:OSCE+HD-RPD-EN+2021_09+type@asset+block/literacy_rates.png" alt="Literacy rates of persons with disabilities compared to broader population" /></p>
<p><span class="fa fa-file-pdf-o fa-2x" aria-hidden="true" title="Reading activity"> </span><span style="white-space: pre;"> <a href=" https://www.ohchr.org/Documents/Issues/Disability/SDG-CRPD-Resource/policy-guideline-sdg4-education.pdf" target="_blank">Policy Guidelines for Inclusive Sustainable Development Goals</a></span></p>
<p></p>
<p>Let's start with the video by VideoPlan International.</p>
<p>Children with disabilities are one of the most marginalized and excluded groups of children across the world: compared to children living without disabilities, children with disabilities are less likely to go to school, more likely to be victims of violence, more likely to have poorer health, and more likely to be discriminated against and isolated from their communities. In this film, four children with disabilities from Sierra Leone tell us about their experiences of discrimination, highlight some steps which have helped them overcome discrimination in their lives, and inspire us with their ambitions for the future. The film highlights their ability as powerful advocates to the global community for the promotion of the rights of all children.</p>
<p>The film provides an important, safe and creative vehicle to ensure that children's voices are heard at international forums.</p>
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<p>Education as a fundamental right for all children is enshrined and emphasized in various international instruments. Since the 1948 Universal Declaration of Human Rights, international instruments have repeatedly emphasized the need to reach out to the most marginalized. </p>
<p><em>Select each tab to reveal more.</em></p>
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<p>The right to education without discrimination has been elaborated in the United Nations Convention on Rights of the Child and Jomtien Declaration.</p>
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<p>The Salamanca Statement and Framework for Action Education (1994) emphasized for the first time that ‘education systems should be designed and educational programs implemented to take into account the wide diversity of characters and needs’, and that children with disabilities have a right to regular schools which ‘should accommodate them within a child-centered pedagogy capable of meeting their needs’.</p>
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<p>The United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) established inclusive education as a legal right. The convention calls for inclusive, quality, and free primary and secondary education for children with disabilities, on an equal basis with others in their community. It reaffirms inclusive education as the mechanism to deliver the right to quality education for all people with disabilities.</p>
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<p>Article 24 of the CRPD requires States Parties to ensure that “persons with disabilities are not excluded from the general education on the basis of disability.” This means that States cannot prohibit children with disabilities in law or practice from attending general schools because of their disability. It also means that States must ensure that persons with disabilities do not face barriers in general education settings that amount to exclusion based on disability.</p>
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<p>The Disability Strategy 2017 – 2023 of the Council of Europe promotes the enforcement of accessibility of education and information to persons with disabilities as well as inclusion of persons with disabilities as actors and users of education and training.</p>
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<p>The Sustainable Development Goals (SDGs) includes seven targets and 11 indicators explicitly referencing persons with disabilities, covering access to education and employment, availability of schools that are sensitive to students with disabilities. Goal 4 calls for ensuring inclusive and equitable quality education and promoting life-long learning opportunities for all. While all targets of Goal 4 are crucial in achieving equal education for persons with disabilities, only two targets explicitly mention disability, namely target 4.5 which aims inter alia at ensuring equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities; and target 4.a that calls for building and upgrading education facilities that are disability-sensitive and providing inclusive learning environments for all.</p>
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<p></p>
<p><span class="fa fa-file-pdf-o fa-2x" aria-hidden="true" title="Reading activity"> </span><span style="white-space: pre;"> <a href="https://social.un.org/publications/UN-Flagship-Report-Disability-Final.pdf" target="_blank">Disability and Development Report</a></span></p>
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<p><em>Let's watch a video exploring the toolkit for policymakers with the roadmap to develop laws.</em></p>
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<p><img height="367" width="640" src="//d24jp206mxeyfm.cloudfront.net/assets/courseware/v1/ac2db285f2a0090f106c2a7d36ab3bc8/asset-v1:OSCE+HD-RPD-EN+2021_09+type@asset+block/5.1_inclusive_education.jpg" alt="civil rights advocacy movement in 1954 in the US. Brown v. Board of Education - a case in Supreme Court" /></p>
<p>Inclusive education is an education system that includes all students, and welcomes and supports them to learn, whoever they are and whatever their abilities or requirements.</p>
<p>This means making sure that teaching and the curriculum, school buildings, classrooms, play areas, transport and toilets are appropriate for all children at all levels. Inclusive education means all children learn together in the same schools.</p>
<p>No one should be excluded.</p>
<p>Every child has a right to inclusive education, including children with disabilities. The roots of access to equal education for persons with disabilities leads the civil rights advocacy movement in 1954 in the US. Brown v. Board of Education was a case in which Supreme Court ruled that segregation was not constitutional.</p>
<p>This case established the principle of equal educational opportunity for all students and paved the way for the protection of the rights of individuals with disabilities receiving education from public schools. This case was the first to initiate the idea that it was merely impossible to be equal while being segregated.</p>
<p>Over the half-century since the Brown v. Board of Education case, the international legislative frameworks and development initiatives in favor of equality of persons with disabilities in exercising their rights to inclusive education have progressed.</p>
<p><span class="fa fa-file-pdf-o fa-2x" aria-hidden="true" title="Reading activity"> </span><span style="white-space: pre;"> <a href="https://www.unicef.org/eca/sites/unicef.org.eca/files/IE_summary_accessible_220917_brief.pdf" target="_blank">History of Special Education and Inclusive Education Timeline</a></span></p>
<p><span class="fa fa-globe fa-2x" aria-hidden="true" title="Website activity"> </span><span style="white-space: pre;"> <a href="https://www.timetoast.com/timelines/history-of-special-education-and-inclusive-education-timeline-be8eb088-5585-4932-8578-09dab0b3b5ec" target="_blank">History of Special Education and Inclusive Education Timeline</a></span></p>
<p><i>Let's watch a video and learn how inclusive education has evolved and the key events in history that have helped shape its definition today.</i></p>
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<h3 class="hd hd-2">Video</h3>
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<h3>What is inclusive education and is not</h3>
<p>The term inclusive education historically referred mostly to children with disabilities, but its definition has evolved to encompass all sorts of special needs, including gender, orphans and vulnerable children.</p>
<p>Although there is no universally agreed-upon definition of inclusive education, many definitions are consistently guided by the presence of certain key elements. Inclusive education is a transformational process of constant change and improvement within schools and the wider education ecosystem to make education welcoming and participatory achievement-oriented for all students.</p>
<p>Inclusive education is concerned with the identification and removal of barriers that exclude learners within each unique situation/context. Inclusive education likewise calls for addressing the needs of all children, irrespective of range of abilities or disabilities.</p>
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<h4>Inclusive education IS . . .</h4>
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<li>An ongoing evolving process in all facets <br />of an education system to make education <br />accessible and equitable for all learners</li>
<li>About fostering an education system, <br />culture, and practice that includes <br />a diversity of learners, disabled or <br />nondisabled</li>
<li>About creating a conducive learning <br />environment that can accommodate all <br />learners</li>
<li>About identifying and removing barriers <br />to learning for all learners, regardless of <br />disability, gender, ethnicity, language, or <br />cultural background</li>
<li>A process that is inclusive of all <br />stakeholders, including teachers, parents, <br />learners, policymakers, and community <br />members, etc.</li>
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<h4>Inclusive education is NOT . . .</h4>
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<li>A ‘quick fix’ or short-term project that can <br />be delivered or completed immediately only focused on children with disabilities in <br />mainstream schools</li>
<li>About fitting a learner with disabilities into <br />a non-conducive learning environment</li>
<li>About one-off fixes to specific barriers to <br />learning</li>
<li>A project implemented by only experts or <br />teachers</li>
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<h3 class="hd hd-2">Inclusion and education: All means all</h3>
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<p>Inclusive education benefits communities, families, teachers, and students by understanding disability-related issues. Inclusive education ensures that children with disabilities attend school with their peers and provides them with adequate support to succeed both academically and socially. More specifically, the inclusion of all children in education, especially children with disabilities, is imperative for several reasons:</p>
<ul>
<li>Education is both critical for human capital formation and crucial for personal well-being and welfare for all. Inclusive education provides an opportunity for increased quality education for all through systematic changes in the way learning experience is planned, implemented, and evaluated. It promotes understanding, reduces prejudice, and strengthens social integration;</li>
<li>It ensures that children with disabilities are equipped to work and contribute economically and socially to their communities. Excluding children with disabilities from educational and employment opportunities has a negative impact on economies and societies. The International Labour Organization (ILO) estimates that low- and middle-income countries that do not adequately promote the participation of persons with disabilities in the open labor market with improved educational opportunities lose between 5–7 percent of their annual Gross Domestic Product;</li>
<li>When children with disabilities cannot get into school, participate, and learn, their human rights are violated. It is not possible to achieve an effective education unless other rights are realized. And if the right to education is fulfilled, it leads to the realization of other rights.</li>
</ul>
<p></p>
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<h4>Requires:</h4>
<p><br />• Non-discrimination<br />• Best interests of the children<br />• Right of the child to be heard<br />• Protection from violence and abuse<br />• Opportunity for life within the community <br />• Support with mobility<br />• Access to health care<br />• Habilitation and rehabilitation</p>
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<h3>Promotes:</h3>
<p><br />• Participation in public life<br />• Exercise of legal capacity<br />• Work and employment<br />• Adequate standard of living</p>
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<p><span class="fa fa-file-pdf-o fa-2x" aria-hidden="true" title="Reading activity"> </span><span style="white-space: pre;"> <a href="https://www.globalpartnership.org/sites/default/files/2018-07-gpe-disability-working-paper.pdf" target="_blank">Including children with disabilities in quality learning: what needs to be done? </a></span></p>
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<h3 class="hd hd-2">Inclusive education benefits everyone</h3>
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<p>Many millions of persons with disabilities continue to be denied the right to education and for many more education is available only in settings where persons with disabilities are isolated from their peers and where the education they receive is of inferior quality.</p>
<p><img height="638" width="902" src="//d24jp206mxeyfm.cloudfront.net/assets/courseware/v1/5c4fda7a1986062165b2616516471cea/asset-v1:OSCE+HD-RPD-EN+2021_09+type@asset+block/5.1Picture5.png" alt="situational barriers (deterrents that arise as adults attempt to balance multiple roles in their lives or deal with health conditions) and institutional barriers " /></p>
<p>Examples of barriers to education:</p>
<ul>
<li>Negative attitudes of teachers, school administrators, parents, and peers about the ability of persons with disabilities to learn and actively participate in education;</li>
<li>Legislation and policy that explicitly excludes persons with disabilities from education systems;</li>
<li>Lack of legislation and policy that promotes inclusive education;</li>
<li>Lack of adequate funding to promote inclusive education;</li>
<li>Lack of accessible transportation to educational facilities;</li>
<li>Physical barriers to educational facilities (for example, lack of ramps, inaccessible bathrooms, and inaccessible classrooms);</li>
<li>Lack of materials in accessible formats such as large print, Braille, plain language, or visual representations of verbal information;</li>
<li>Lack of alternate forms of communication, such as sign language or Communication Access Realtime Translation (CART), or facilitated communication;</li>
<li>Lack of teacher-training on inclusive education, resulting in a shortage of qualified teachers and support staff, and;</li>
<li>“One size fits all” approach to the admission, curriculum and method development, and assessment of students’ performances as depicted in the illustration below.</li>
</ul>
<p></p>
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<p><img width="90%" src="//d24jp206mxeyfm.cloudfront.net/assets/courseware/v1/582baf4f53e29d459f6112ac14689233/asset-v1:OSCE+HD-RPD-EN+2021_09+type@asset+block/undraw_professor_8lrt.png" alt="Case Study" /></p>
<h3>CASE STUDY: Violation of the Right to Education in Europe</h3>
<p>In <strong>MDAC v. Bulgaria</strong><em>, </em>Mental Disability Advocacy Center (MDAC) brought a “collective complaint” against Bulgaria before the European Committee of Social Rights (ECSR) of the Council of Europe. The complaint alleged that children with intellectual disabilities living in Bulgarian “Homes for Mentally Disabled Children” (HMDC) receive no education because of their disability. The collective complaint stated that the Bulgarian Government violated Article 17(2) of the revised <strong>European Social Charter</strong>, which mandates States “to take all appropriate and necessary measures designed to provide to children and young persons a free primary and secondary education as well as to encourage regular attendance at schools.” The complaint further alleged that the Bulgarian Government violated Article E of the Revised European Social Charter by discriminating based on disability.</p>
<p>MDAC summarized their argument, “The fact that only 6.2% of children from “Homes for Mentally Disabled Children” receive schooling clearly gives rise to an inference of discrimination based on disability for which the Bulgarian Government is directly responsible.” The ECSR found a violation of Article 17(2) in conjunction with Article E of the revised European Social Charter, and held that Bulgaria discriminated against children with mental disabilities by denying them their right to education.</p>
<p><span class="fa fa-globe fa-2x" aria-hidden="true" title="Website activity"> </span><span style="white-space: pre;"> <a href="https://www.coe.int/en/web/european-social-charter/processed-complaints/-/asset_publisher/5GEFkJmH2bYG/content/no-41-2007-mental-disability-advocacy-center-mdac-v-bulgaria?inheritRedirect=false" target="_blank">MDAC v Bulgaria, Complaint No. 41/2007, European Committee of Social Rights, Decision of 3 June 2008</a></span></p>
<hr />
<p></p>
<p></p>
<p>In <strong>International Association of</strong><strong> Autis</strong><strong>m</strong><strong> Rights v.</strong><strong> Fran</strong><strong>ce</strong>, Autism-Europe alleged that France violated the right to education for persons with disabilities and argued that 80-90% of persons with autism had no access to adequate educational services. Autism France also pointed to insufficient provisions for:</p>
<ul>
<li>mainstreaming education;</li>
<li>early intervention;</li>
<li>teacher training; and</li>
<li>funding education for children with disabilities.</li>
</ul>
<p>The ESCR found that France’s overall lack of progress in this area constituted a violation of the right to education and the right of all persons to non-discrimination under the revised European Social Charter. Under the Charter, social rights must be realized within a reasonable time and the ESCR that the Disabled Persons Act had been passed in 1975 and that twenty years was a sufficient amount of time to realize the right to education. Accordingly, the ESCR found that there was an unacceptable number of educational placements for persons with autism.</p>
<p><span class="fa fa-globe fa-2x" aria-hidden="true" title="Website activity"> </span><span style="white-space: pre;"> <a href="https://www.coe.int/en/web/european-social-charter/processed-complaints/-/asset_publisher/5GEFkJmH2bYG/content/no-13-2002-international-association-autism-europe-iaae-v-france?inheritRedirect=false" target="_blank">Autism Europe v. France, Complaint No. 13/2002, the decision on the merits of 4 November 2003</a></span></p>
<p></p>
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<h3 class="hd hd-2">Children with disabilities face barriers to education in Kyrgyzstan</h3>
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<p><em>Next, Mirjahon Turdiev, a Doctoral student at Syracuse University, analyzes the Inclusive Education case for OSCE E-course on the rights of persons with disabilities.</em></p>
<p></p>
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<h3>Special education approach</h3>
<p><img height="556" width="707" src="//d24jp206mxeyfm.cloudfront.net/assets/courseware/v1/9bcbf63a86cf880be029a9493257dd41/asset-v1:OSCE+HD-RPD-EN+2021_09+type@asset+block/5.1Picture6.png" alt="special education approach" /></p>
<p>In many countries, the "special education approach" means the education of children with disabilities in special education schools is designated only for children with disabilities.</p>
<p>An integrated approach to teaching children with disabilities places children with disabilities in a special classroom within a primary school where they learn separately.</p>
<p>In some countries, children with disabilities are counted as the students at mainstream school, but the real teaching takes place in the homes of children with disabilities which is known as "homeschooling".</p>
<p>The twin-track approach, which includes mainstreaming disability in education, as well as investing in actions and services to specifically address the needs of children with disabilities is another approach to developing inclusive education systems.</p>
<p>The effective approach for inclusive education requires comprehensive policy, practice, and educational activities at various levels of the education system.</p>
<p>Inclusive education involves transforming the whole education system - legislation and policy, systems for financing, administration, design, delivery, and monitoring of education, and the way schools are organized.</p>
<p><img height="542" width="712" src="//d24jp206mxeyfm.cloudfront.net/assets/courseware/v1/69181888b8c6094a389822d5478c6d41/asset-v1:OSCE+HD-RPD-EN+2021_09+type@asset+block/5.1Picture7.png" alt="The effective approach for inclusive education requires comprehensive policy, practice, and educational activities at various levels of the education system. Inclusive education involves transforming the whole education system - legislation and policy, systems for financing, administration, design, delivery and monitoring of education, and the way schools are organized. " /></p>
<p><span class="fa fa-file-pdf-o fa-2x" aria-hidden="true" title="Reading activity"> </span><span style="white-space: pre;"> <a href="https://www.unicef.org/eca/sites/unicef.org.eca/files/IE_summary_accessible_220917_brief.pdf" target="_blank">Including children with disabilities in quality learning: what needs to be done?</a></span></p>
<p></p>
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<h3>Reasonable accommodation</h3>
<p>A <em>reasonable accommodation</em> that CRPD advocates for equal and barrier-free education of persons with disabilities is the concept to fill the gap in providing equal access to persons with disabilities to education. There is no “one size fits all” formula to reasonable accommodation, and it is important to note that different students with the same disability may require very different accommodations. For example, some students with low vision may use screen-reading technology and therefore request that all information is provided to them in electronic format, while other students with the same disability may prefer materials in large print.</p>
<p>It is important for reasonable accommodations to be discussed and reevaluated regularly to ensure that the accommodations are being implemented effectively. In many countries, individualized education plans (IEPs) are developed on a yearly basis for students with disabilities. In such countries, parents, teachers, and students with disabilities create an IEP at the beginning of each school year that outlines the accommodations the student will receive in school that year.</p>
<p>Accommodations may include:</p>
<ul>
<li>Changing the location of a class;</li>
<li>Providing different forms of in-class communication;</li>
<li>Enlarging print, or providing all handouts in Braille;</li>
<li>Providing students with a note-taker;</li>
<li>Allowing students to use assistive technology in class and on exams;</li>
<li>Allowing students to take exams in a private room;</li>
</ul>
<p><em>Video: For students with disabilities, the right accommodations and modifications can be as important to school success as appropriate IEP goals. These educational supports are similar, but they are not the same.</em></p>
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<h3 class="hd hd-2">Accommodations and Modifications for Students with Disabilities</h3>
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<p>UDL principles</p>
<p><img height="732" width="700" src="//d24jp206mxeyfm.cloudfront.net/assets/courseware/v1/09bd01ac910f1f8f84abd79c5f0a23f2/asset-v1:OSCE+HD-RPD-EN+2021_09+type@asset+block/5.1Picture8.png" alt="UDL principles" /></p>
<p><em>Universal Design for Learning</em> (UDL) is an educational framework recognizing that all children learn differently and benefit from differentiated learning techniques in the classroom. Essentially, UDL uses practices, space and materials that engage all of the learning strengths mentioned above.</p>
<p>UDL seeks to accommodate individual learning differences and styles by developing and making use of flexible learning environments.</p>
<p></p>
<p>Such approaches particularly accommodate children with different types of disabilities and facilitate their inclusion in the classroom.</p>
<ol>
<li>Multiple means of engagement—the “<strong>why</strong>” of learning. How students are best motivated to learn.</li>
<li>Multiple means of representation—the “<strong>what</strong>” of learning. How students best receive information or learn information.</li>
<li>Multiple means of action and expression—“the “<strong>how</strong>” of learning. How students best express knowledge and what they have learned.</li>
</ol>
<p><span class="fa fa-globe fa-2x" aria-hidden="true" title="Reading activity"> </span><span style="white-space: pre;"> <a href="https://csaedu.com/communications/universal-design-for-learning/" target="_blank">Universal Design for Learning</a></span></p>
<p><em>Let's view the UDL At A Glance video.</em></p>
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<h3 class="hd hd-2">UDL At A Glance</h3>
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<p><img width="90%" src="//d24jp206mxeyfm.cloudfront.net/assets/courseware/v1/fa4ca342afff3fabc051f4f3061d3f5e/asset-v1:OSCE+HD-RPD-EN+2021_09+type@asset+block/undraw_Group_chat_re_frmo.png" alt="What should happen for to achieve Inclusive Education" /></p>
<p>Here are seven main points of what should happen to achieve inclusive education:</p>
<ol>
<li>An end to discrimination;</li>
<li>An end to excluding children with disabilities;</li>
<li>Access to primary and secondary education – with sufficient numbers of accessible and inclusive schools, including for children with disabilities caught in crisis and emergencies;</li>
<li>Practical support or adaptations for students to enable them to learn – this is called ‘reasonable accommodation;</li>
<li>Individual education plans for children with disabilities setting out what accommodations and support they need;</li>
<li>Services for specific impairments such as learning braille or sign language, classroom reorganization and accessible learning materials; and</li>
<li>Teachers are adequately trained to work in inclusive schools.</li>
</ol>
<p><em>Let's watch Inclusive Education and Children with Disabilities by UNICEF explaining progressive policies in inclusive education have made positive changes in the lives of children with disabilities.</em></p>
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<h3 class="hd hd-2">Video</h3>
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<h3>Case Study 1: Supporting inclusion of children with disabilities in mainstream preschools</h3>
<p><img width="90%" src="//d24jp206mxeyfm.cloudfront.net/assets/courseware/v1/10ec764aa73e6f9e4f06082c3fe6f6f5/asset-v1:OSCE+HD-RPD-EN+2021_09+type@asset+block/5.1_inclusive_education-9.jpg" alt="Case Study: Supporting inclusion of children with disabilities in mainstream preschools" /></p>
<p><em>Launched in 2016, the Access and Inclusion Model (AIM), Ireland government’s initiative for children with a disability aged two years and eight months to five years and eight months, supports access to early childhood care and education. The model helps preschool providers to deliver an inclusive experience via applications for support, equipment, and grants filled out by preschool providers and parents. AIM offers seven levels of progressive support, from universal (for example, supporting an inclusive culture or providing information to parents) to highly targeted (such as assistive technology and therapy), based on the needs of the child and the preschool. Since 2016, over 5,000 children have received support.</em></p>
<p><strong>Problem targeted</strong></p>
<p><em>Ireland introduced universal free preschool in 2010, an equivalent to kindergarten, but many children with disabilities could not access or participate meaningfully due to physical barriers and lack of resources and/or staff training.</em></p>
<p><strong>Solution and impact</strong></p>
<p><em>AIM is a nonbinding standard for early intervention service support. It is not embedded in legislation but works with the voluntary cooperation of early learning and care centres. The focus of AIM is on empowering preschools to build inclusive environments that understand the diverse needs of children, especially those with a disability. Preschools can apply, in agreement with parents, for seven different support measures, such as mentoring from a team of qualified access and inclusion specialists, support equipment and alteration grants, targeted therapy services, plus additional personnel in the classroom. The central government provides funding to government agencies to facilitate programme support.</em></p>
<p><em>AIM also offers an early learning and care setting self-audit tool for preschools to help them determine their support needs. In addition to mainstream settings, preschool services are also offered in special preschools and early intervention classes that exclusively serve children with disabilities. In 2018, after two years of AIM, the proportion of children with disabilities participating in mainstream education had risen from 45 per cent to 65 per cent. Additionally, 78 per cent of parents reported their child had benefited from AIM and that it had made the culture at their preschool more inclusive.</em></p>
<p><em>In the 2018/19 academic year, 8,500 children received AIM support.</em></p>
<p><span class="fa fa-globe fa-2x" aria-hidden="true" title="Reading activity"> </span><span style="white-space: pre;"> <a href="https://zeroproject.org/policy/pol203058ire-factsheet/" target="_blank"> Supporting inclusion of children with disabilities in mainstream preschools </a></span></p>
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<h3>Case Study 2: Inclusive schools for students who are blind or visually impaired</h3>
<p><img width="90%" src="//d24jp206mxeyfm.cloudfront.net/assets/courseware/v1/9da695b0b69687cb9942dae8902e2086/asset-v1:OSCE+HD-RPD-EN+2021_09+type@asset+block/5.1_inclusive_education-10.jpg" alt="Case Study: Supporting inclusion of children with disabilities in mainstream preschools" /></p>
<p><em>The Arab Episcopal School was opened in 2003 in the Jordanian city of Irbid with the support of the Anglican Church. An inclusive school and kindergarten for blind and visually impaired children, learning is supported by assistive devices and accessible materials such as magnifiers and Braille books. Children with and without visual impairments, and from different religions, learn together from infancy to age 16. In 2018, the school had 40 students who are blind or visually impaired.</em></p>
<p><strong>Problems targeted</strong></p>
<p><em>Because Irbid did not have schools where blind children could learn, the only option was for children to travel to Amman and live in a boarding school for the blind.</em></p>
<p><strong>Solution and Impact</strong></p>
<p><em>The Arab Episcopal School is an inclusive Christian school where students, both with and without disabilities and of different religions, learn together. As of 2019, the Arab Episcopal School is the second school in Jordan that works to integrate sighted, low-vision, and blind students.</em></p>
<p><em>The school offers support methods to make the resources accessible for its students. Currently, there are Braille computer keyboards and printers, camera magnifiers, and Braille books and boards to support blind or low-vision children with reading. Among the school's 51 employees, five of the teachers are blind, and they not only support the blind students with classwork but also assist them in their daily lives. Besides the regular curriculum, the school promotes ethnic and religious tolerance. Students learn respectful interaction with their fellow peers as well as life skills, such as healthy nutrition and environmental protection. Registration has been growing since the school's launch in 2003, with 275 students in the academic year 2018/19</em></p>
<p></p>
<p><span class="fa fa-globe fa-2x" aria-hidden="true" title="Reading activity"> </span><span style="white-space: pre;"> <a href="https://zeroproject.org/practice/pra201402jor-factsheet/" target="_blank">Innovative Practice 2020 on Inclusive Education and ICT</a></span></p>
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<p><img width="50%" src="//d24jp206mxeyfm.cloudfront.net/assets/courseware/v1/4e4335d0f199b858758d58cb1a1a4e20/asset-v1:OSCE+HD-RPD-EN+2021_09+type@asset+block/undraw_check_boxes_m3d0.png" alt="Quiz" /></p>
<p style="text-rendering: optimizelegibility; margin-right: 0px; margin-left: 0px; padding: 0px; border: 0px; outline: 0px; font-variant-numeric: inherit; font-variant-east-asian: inherit; font-stretch: inherit; font-family: 'Open Sans', 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 16px; vertical-align: baseline; color: #313131;">Well done, you have completed this module.</p>
<p style="text-rendering: optimizelegibility; margin-right: 0px; margin-left: 0px; padding: 0px; border: 0px; outline: 0px; font-variant-numeric: inherit; font-variant-east-asian: inherit; font-stretch: inherit; font-family: 'Open Sans', 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 16px; vertical-align: baseline; color: #313131;">You should be now familiar with and work towards the following learning objectives:</p>
<ul style="text-rendering: optimizelegibility; border: 0px; outline: 0px; font-variant-numeric: inherit; font-variant-east-asian: inherit; font-stretch: inherit; line-height: 1.4em; font-family: 'Open Sans', 'Helvetica Neue', Helvetica, Arial, sans-serif; vertical-align: baseline; color: #313131;">
<li style="text-rendering: optimizelegibility; margin-top: 0px; margin-right: 0px; margin-left: 0px; padding: 0px; border: 0px; outline: 0px; font-style: inherit; font-variant: inherit; font-weight: inherit; font-stretch: inherit; line-height: 1.4em; font-family: inherit; vertical-align: baseline;">Understand the contemporary international ecosystem around the education of children with disabilities;</li>
<li style="text-rendering: optimizelegibility; margin-top: 0px; margin-right: 0px; margin-left: 0px; padding: 0px; border: 0px; outline: 0px; font-style: inherit; font-variant: inherit; font-weight: inherit; font-stretch: inherit; line-height: 1.4em; font-family: inherit; vertical-align: baseline;">Be informed about how the rights of children with disabilities are framed and promoted through international laws and policies;</li>
<li style="text-rendering: optimizelegibility; margin-top: 0px; margin-right: 0px; margin-left: 0px; padding: 0px; border: 0px; outline: 0px; font-style: inherit; font-variant: inherit; font-weight: inherit; font-stretch: inherit; line-height: 1.4em; font-family: inherit; vertical-align: baseline;">Understand the different perspectives on inclusive education and other forms of educating children with disabilities experience;</li>
<li style="text-rendering: optimizelegibility; margin-top: 0px; margin-right: 0px; margin-left: 0px; padding: 0px; border: 0px; outline: 0px; font-style: inherit; font-variant: inherit; font-weight: inherit; font-stretch: inherit; line-height: 1.4em; font-family: inherit; vertical-align: baseline;">Learn the interrelationship between the education of children with disabilities and the global development agendas; and</li>
<li style="text-rendering: optimizelegibility; margin-top: 0px; margin-right: 0px; margin-left: 0px; padding: 0px; border: 0px; outline: 0px; font-style: inherit; font-variant: inherit; font-weight: inherit; font-stretch: inherit; line-height: 1.4em; font-family: inherit; vertical-align: baseline;">Review the principles and strategies of inclusive education enforcement.</li>
</ul>
<p style="text-rendering: optimizelegibility; margin-right: 0px; margin-left: 0px; padding: 0px; border: 0px; outline: 0px; font-variant-numeric: inherit; font-variant-east-asian: inherit; font-stretch: inherit; font-family: 'Open Sans', 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 16px; vertical-align: baseline; color: #313131;">Let's check what you have learned so far.</p>
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