DOCUMENT RESUME

ED 377 665 EC 303 594

TITLE The Salamanca Statement and Framework for Action onSpecial Needs Education. Adopted by the WorldConference on Special Needs Education: Access andQuality (Salamanca, Spain, June 7-10, 1994).

INSTITUTION Ministry of Education and Science, Madrid (Spain).;United Nations Educational, Scientific, and CulturalOrganization, Paris (France).

REPORT NO ED-94-WS/18PUB DATE Jun 94NOTE 52p.

PUB TYPE Viewpoints (Opinion/Position Papers, Essays, etc.)(120)

EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS *Disabilities; Early Childhood Education; Educational

Change; Educational Development; Educational Policy;Elementary Secondary Education; Foreign Countries;Gifted; *Inclusive Schools; InternationalOrganizations; Normalization (Disabilities); *PolicyFormation; *Position Papers; *Social Action; SocialIntegration

IDENTIFIERS *UNESCO

ABSTRACTThis statement was adopted by more than 300

participants representing 92 governments and 25 internationalorganizations who met in Salamanca, Spain, to promote inclusiveeducation. The statement and accompanying framework for actionrepresent a worldwide consensus on future directions for specialneeds education. The statement affirms the right to education ofevery individual regardless of individual differences, within theregular education system and the right of children with specialeducational needs to receive whatever extra support they may requireto ensure their effective education. Governments are urged to givethe highest policy and budgetary priority to improve educationsystems; adopt the principle of inclusive education; invest greatereffort in early identification, intervention, and vocationaleducation; and take other actions. The international community isurged to intensify its involvement in inclusive education. Aframework for action offers guidelines for action at the nationallevel, in the following areas: policy and organization, schoolfactors, recruitment and training of educational personnel, externalsupport services, priority areas, community perspectives, andresource requirements. Additional guidelines are offered for actionat the regional and international level. (JDD)

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"

THE ANCASTATEMENT

AND

FRAME ORKFOR ACTION

ON SPECIAL NEEDS EDUCATION

WORLD CONFERENCEON SPECIAL NEEDS EDUCATION:

ACCESS AND QUALITY

Salamanca. Spain. 7-10 June 1994-PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRAN TED BY

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TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

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U.S. DEPART MENT OF EDUCATIONOffice of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

fiThis document haS been reproduced asreceived from the person or organizationoriginating it

0 Minor changes have been made to improvereproduction quality

Points of vie* or opinions staled in this docuiment do not necessarily represent official

akevr.OERI position or policy

Ministr calI.:dui:alum and Science

Spain

= BEST COPY AVAILABLE

THE SALAMANCASTATEMENT

AND

FRAMEWORKFOR ACTION

ON SPECIAL NEEDS EDUCATION

Athqued In the

WORLD CONFERENCEON SPECIAL NEEDS EDUCATION

ACCESS AND QUALI FY

Salamanca, Spain. 7-1(1 June 1994

United NationsScient if lc dud

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This publication may be freels.gunk?! and reproduced.

Printed in I INESCO 1994.

E1)-94/WS/184

Preface

111161111MIIRIMINI1111

lis14-ore !hum 300 participants npresenting 92 governments and2) international organizations mei in Salamanca, .Spain, from

7 to 10 June 1 994 to fitrther the objective of Education .11 rr MI byconsidering the fundamental policy shifts required to promote theapproach of inclusive education, namely enabling schools to serveall children, particularly those with special educational needs.Organized by the Government of Spain in co-operation withUNESCO, the Coulerence bronOrt together senior educationofficials. administrators, policy-makers and specialists, a.s well a.srepresentatives of the United Nations and the Specialized Agencies,other international governmental organizations, non-governmemalorganizations and donor agencies. The Conference adopted theSalamanca .S.tatement on Principles. Policy and Practice in SpecialNeeds Education and 0 Framework .fin. Action. These documentsare informed hr the principle of inclu.sion, hr recogition of theneed to work towards "schools for all- institutions which includeeverybody, celebrate differrnees, .support learning. and respond toindividual needs. ,ls such. they constitute an important contributionto the agenda for achieving Education for All and for makingschools educationally irroll' effective.

Special needs education an issue of equal concern to countries ofthe North and of the South cannot advance in isolation. It has toform part of an overall educational strate,qy and. indeed, of new

social and economic policies. It calls for major reform of theordinary school.

These documents represent a worldwide consensus on futuredirections for special needs education. UNESCO is proud to beassociated with this Cotyerence and its important conclusions. Allconcerned must now rise to the challenge and work to ensure thatEducation for All effectively means FOR ALL, particularly thosett ho are most vulnerable and most in need. Thture is not Pled,but will be fashioned by our values, thoughts and actions. Oursuccess in the years ahead will depend not so mt«.h on what we do

as hat we achieve.

It is my hope that all readers of this document will help to enact theonnnendations of the Salamanca Conference by endeavouring to

ti(nslate its 111C.V.Vage liar) palCuCC within their respective fields ofresponsibility.

6

Federico Mayor

THESALAMANCASTATEMENT

ON PRINCIPLES, POLICY AND PRACTICE

IN SPECIAL NEEDS EDUCATION

7

THE SALAMANCA STATEMENT

Reaffirming the right to education of every individual,as enshrined in the 1948 Universal Declaration ofHuman Rights, and renewing the pledge made by theworld community at the 1990 World Conference onEducation for All to ensure that right for all regardlessof individual differences,

Recalling the several United Nations declarationsculminating in the 1993 United Nations StandardRules on the Equalization of Opportunities forPei-sons with Discbilities, which urges States to ensurethat the education of persons with disabilities is anintegral part of the education system,

Noting with satisfaction the increased involvement ofgovernments, advocacy groups, community and parentgroups, and in particular organizations of personswith disabilities, in seeking to improve access toeducation for the majority of those with special needsstill unreached; and recognizing as evidence of thisinvolvement the active participation of highlevelrepresentatives of numerous governments, ,specializedagencies and intergovernmental organizations in thisnrid confrrence,

8

T I I I : S A L A M A N C A STAT t: Ni li N

We. the delegates of the World Conference on Special NeedsEducation representing ninety-two governments andtwenty -five international organizations, assembled here inSalamanca, Spain, from 7-10 June 1994. hereby reaffirm ourcommitment to Education for All, recognizing the necessityand urgency of providing education for children, youth andadults with special educational needs within the regulareducation system, and further hereby endorse the Frameworkfor Action on Spe,:ial Needs Education, that governments andorganizations may he guided by the spirit of its provisions andrecommendations.

We believe and proclaim that:

c\ery child has a fundamental right to education, and must hegiven the opportunity to achieve and maintain an acceptablelevel of learning.

every child has unique characteristics, interests, abilities andlearning needs,

education systems should he designed an educationalprogrammes implemented to take into account the widedier:sity of these characteristics and needs.

those with special educational needs must have access toregular schools which should accommodate them within achildcentred pedagogy capable of meeting these needs,

THE SALAMANCA STATEMENT

regular schools with this inclusive orientation are the mosteffective means of combating discriminatory attitudes,creating welcoming communities, building an inclusivesociety and achieving education for all; moreover, theyprovide an effective education to the majority of children andimprove the efficiency and ultimately the cost-effectivenessof the entire education system.

3.We call upon all governments and urge them to:

give the highest policy and budgetary priority to improvetheir education systems to enable them to include all childrenregardless of individual differences or difficulties,

adopt as a matter of law or policy the principle of inclusiveeducation, enrolling all children in regular schools, unlessthere are compelling reasons for doing otherwise,

develop demonstration projects and encourage exchangeswith countries having xperience with inclusive schools,

establish decentralized and participatory mechanisms forplanning. monitoring and evaluating educational provisionfor children and adults with special education needs,

encourage and facilitate the participation of parents.communities and organization of persons with disabilities inthe planning and decisionmaking processes concerningprovision for special educational needs.

invest greater effort in early identification and interventionstrategies. as well as in vocational aspects of inclusiveeducation.

THE SALAMANCA STATEMENT.

ensure that, in the context of a systemic change, teachereducation programmes, both preservice and inservice,address the provision of special needs education in inclusiveschools.

4.We also call upon the international community; in particular wecall upon:

governments with international cooperation programmes andinternational funding agencies, especially the sponsors of theWorld Conference on Education for All, the United NationsEducational. Scientific and Cultural Organization(UNESCO). the United Nations Children's Fund (UNICEF),United Nations Development Programme (UNDP), and theWorld Bank:

to endorse the approach of inclusive schooling and tosupport the development of special needs education as anintegral part of all education programmes;

the United Nations and its specialized agencies, inparticular the International Labour Office (ILO), the WorldHealth Organization (WHO), UNESCO and UNICEF:

to strengthen their inputs for technical cooperation, as wellas to reinforce their cooperation and networking for moreefficient support to the expanded and integrated provisionof special needs education;

non-governmental organizations involved in countryprogramming and service delivery:

THE SALAMANCA STATEMENT

to strengthen their collaboration with the official nationalbodies and to intensify their growing involvement inplanning, implementation and evaluation of inclusiveprovision for special educational needs:

UNESCO, as the United Nations agency for education:

to ensure that special needs education forms part of everydiscussion dealing with education for all in variousforums,

to mobilize the support of or:,anizations of the teachingprofession in matters related to enhancing teachereducation as regards provision for special educationalneeds,

to stimulate the academic community to strengthenresearch and networking and to establish regional centresof information and documentation: also, to serve as aclearinghouse for such activities and for disseminating thespecific results and progress achieved at country leve! inpursuance of this Statement,

to mobilize funds through the creation within its nextMedium-Term Plan (1996-2002) of an expandedprogramme for inclusive schools and community supportprogrammes, which would enable the launching of pilotprojects that showcase new approaches for dissemination,and to develop indicators concerning the need for andprovision of special needs education.

MIL

THE SALAMANCA STATEMENT

Finally, we express our warm appreciation to the Governmentof Spain and to UNESCO for the organization of theConference, and we urge them to make every effort to bringthis Statement and the accompanying Framework for Action tothe attention of the world community, especially at suchimportant forams as the World Summit for Social Development(Copenhagen, 1995) and the World Conference on Women(Beijing, 1995).

Adopted by acclamation, in the city of Salamanca, Spain,on this 10th of June, 1994.

13

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FRAMEWORKFOR

ACTIONON SPECIAL NEEDS EDUCATION

14

MM.

Table of Contents

introduction 5

1. New thinking in special needs education 9

11. Guidelines for action at the national level 15

A. Policy and organization 17

B. School factors 21

C. Recruitment and training of educational personnel 27

D. External support services 31

E. Priority areas 33

F. Community perspectives 37

CL Resource requirements 41

III. Guidelines for action at the regional andinternational level 43

1Ci

Introduction

1. This Framework for Action on Special Needs Education wasadopted by the World Conference on Special Needs Educationorganized by the Government of Spain in co-operation withUNESCO and held in Salamanca from 7 to 10 June 1994. Itspurpose is to inform policy and guide action by governments.international organizations, national aid agencies, non-governmental organizations and other bodies in implementingthe Salamanca Statement on Principles, Policy and Practicein Special Needs Education. The Framework drawsextensively upon the national experience of the participatingcountries as well as upon resolutions, recommendations andpublications of the United Nations system and otherintergovernmental organizations, especially the StandardRules on the Equalization of Opportunities for Persons withDisabilities'. It also takes account of the proposals. guidelinesand recommendations arising from the five regional seminarsheld to prepare the World Conference.

2. The right of every child to an education is proclaimed in theUniversal Declaration of Human Rights and was forcefullyreaffirmed by the World Declaration on Education for All.

WIC(' Naii0IIN SI:111(1:1rd Ride. 011 the FAIllali/iltiml )111)ortilili cs, for Per.olis,ith A/11:.ti/-48/96. United Nations lemItition adopit.-d n the (iencial

..%Neill1)1 al ii .15th Nes.ion on 2111)ccember 1993.

16

I II I. S .N I .-N NI 1 C A S I. A .1 I-. NI \ T

Every person with a disability has a right to express theirwishes with regard to their education. as far as this can heascertained. Parents have an inherent right to he consulted onthe form of education best suited to the needs, circumstancesand aspirations of their children.

3. The guiding principle that informs this Framework is thatschools should accommodate all children regardless of theirphysical, intellectual, social, emotional, linguistic or otherconditions. This should include disabled and gifted children,street and working children, children from remote or nomadicpopulations. children from linguistic, ethnic or culturalminorities and children from other disadvantailcd ormarginalized areas or groups. These conditions create a rangeof different challenges to school systems. In the context of thisFramework, the term 'special educational needs' refers to allthose children and youth whose needs arise from disabilities orlearning difficulties. Many children experience learningdifficulties and thus have special educational needs at sometime during their schooling. Schools have to find ways ofsuccessfully educating all children, including those who haveserious disadvantages and disabilities. There is an emergingconsensus that children and youth with special educationalneeds should be included in the educational arrangements madefor the majority of children. This has led to the concept of theinclusive school. The challenge confronting the inclusiveschool is that of developing a child-centred pedagogy capableof successfully educating all children, including those whohave serious disadvantages and disabilities. The merit of suchschools is not only that they are capable of providing qualityeducation to all children: their establishment is a crucial step inhelping to change discriminatory attitudes, in creatingwelcoming communities and in developing an inclusive

ii()

R \ .1 I \\ U R I, I OR \(.110\

society. A change in social perspective is imperative. For fartoo long, the problems of people with disabilities have beencompounded by a disabling society that has focused upon theirimpairments rather than their potential.

4. Special needs education incorporates the proven principles ofsound pedagogy from which all children may benefit. Itassumes that human differences are normal and that learningmust accordingly he adapted to the needs of the child ratherthan the child fitted to preordained assumptions regarding thepace and nature of the learning process. A child-centredpedagogy is beneficial to all students and. as a consequence. tosociety as a whole. Experience has demonstrated that it cansubstantially reduce the drop-out and repetition that are somuch a part of many education systems while ensuring higheraverage levels of achievement. A child-centred pedagogy canhelp to avoid the waste of resources and the shattering of hopesthat is all too frequently a consequence of poor qualityinstruction and a 'one site fits all' mentality towards education.Child-centred schools are. moreover. the training ground for apeople-oriented society that respects both the differences andthe dignity of all human beings.

5. This Framework for Action comprises the following sections:I. New thinking in special needs educationII. Guidelines for action at the national level

A. Polic and organitation13. School factorsC. Recruitment and training of educational personnelD. External support servicesN.. Priority arett,,14'. Community perspecti\ esG. Resource requirements

III. Guidelines for action at the regional and international le\ el.

1 8

INEW THINKING

IN SPECIALNEEDS

EDUCATION

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I \ NI 1 \\ u 12 k I (1 12 \ ("1. I

6. The trend in social policy during the past two decades has beento promote integration and participation and to combatexclusion. Inclusion and participation are essential to humandignity and to the enjoyment and exercise of human rights.Within the field of education, this is reflected in thedevelopment of strategies that seek to bring about a genuineequalization of opportunity. Expel ience in many countriesdemonstrates that the integration of children and youth withspecial educational needs is best achieved within inclusiveschools that serve all children within a community. It is withinthis context that those with special educational needs canachieve the fullest educational progress and social integration.While inclusive schools provide a favourable setting forachieving equal opportunity and full participation, their successrequires a concerted effort. not only by teachers and schoolstaff, but also by peers, parents, families and volunteers. Thereform of social institutions is not only a technical task; itdepends. above all. upon the conviction, commitment and goodwill of the individuals ,.vho constitute society.

7. The fundamental principle of the inclusive school is that allchildren should learn together, wherever possible, regardless ofany difficulties or differences they may have. Inclusive schoolsmust recogniie and respond to the diverse needs of theirstudents, accomodating both different styles and rates of

1 II 1 S A L AMA's:CA Si AT I: Ni

learning and ensuring quality education to all throughappropriate curricula, organizational arrangements, teachingstrategies, resource use and partnerships with theircommunities. There should be a continuum of support andservices to match the continuum of special needs encounteredin every school.

8. Within inclusive schools, children with special educationalneeds should receive whatever extra support they may requireto ensure their effective education. Inclusive schooling is themost effective means for building solidarity between childrenwith special needs and their peers. Assignment of children tospecial schools or special classes or sections within a schoolon a permanent basis should he the exception. to herecommended only in those infrequent cases where it is clearlydemonstrated that education in regular classrooms is incapableof meeting a child's educational or social needs or when it isrequired for the welfare of the child or that of other children.

The situation regarding special needs education variesenormously from one country to another. There are. forexample. countries that have well established systems ofspecial schools for those with specific impairments. Suchspecial schools can represent a valuable resource for thedevelopment of inclusive schools. The staff of these specialinstitutions possess the expertise needed for early screening andidentification of children with disabilities. Special schools canalso serve as training and resource centres for staff ill regularschools. Finally, special schools or units within inclusiveschools may continue to provide the most suitable educationfor the relatively small number of children with disabilities whocannot he adequately served in regular classrooms or schools.Investment in existing special schools should he geared to theirnew and expanded role of providing professional support to

9.

I R \ \1 I \\ ()Rh IOR A(' 110\

regular schools in meeting special educational needs. Animportant coi-dribution to ordinary schools, which the staff ofspecial schools can make, is to the matching of curricularcontent and method to the individual needs of pupils.

10. Countries that have few or no special schools would, ingeneral. he well advised to concentrate their efforts on thedevelopment of inclusive schools and the specialized servicesneeded to enable them to serve the vast majority of childrenand youth especially provision of teacher training in specialneeds education and the establishment of suitably staffed andequipped resource centres to which schools could turn forsupport. Experience, especially in developing countries,indicates that the high cost of special schools mean,s. inpractice. that only a small minority of students, usually anurban elite, benefit from them. The \ ast majority of studentswith special needs. especially in rural areas. are as aconsequence provided with no services whatsoever. Indeed, inmany developing countries. it is estimated that fewer than I percent of children with special educational needs are included inexisting provision. Experience, moreover. suggests thatinclusive schools, serving all of the children in a community.are most successful in eliciting community support and infinding imaginative and innovative \\ ays of using the limitedresources that are available.

II Educational planning by governments should concentrate oneducation for all persons. in all regions of a country and in alleconomic conditions. through both public and private schools.

12. Because in the past relatively few children with disabilitiesha% e had access to education. especiall in the developingregions of the 11 orld. there ale millions of adults with

'disabilities who lack e en the rudiments of a basic education. A

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1 1 1 F . S .\ I. A \I ANC:\ S I. A T f. m r

concerted effort is thus required to teach literacy. numeracy andbasic skills to persons with disabilities through adult educationprogrammes.

13. It is particularly important to recognize that women have oftenbeen doubly disadvantaged, bias based on gender compoundingthe difficulties caused by their disabilities. Women and menshould have equal influence on the design of educationalprogrammes and the same opportunities to benefit from them.Special efforts should be made to encourage the participation ofgirls and women with disabilities in educational programmes.

14. This Frameworl: is intended as an overall guide to planningaction in special needs education. It evidently cannot takeaccount of the vast variety of situations encountered in thedifferent regions and countries of the world and must.accordingly. he adapted to fit local requirements andcircumstances. To he effective, it must he complemented bynational. regional and local plans of action inspired by apolitical and popular will to achieve education for all.

14

IIGUIDELINESFOR ACTION

AT THENATIONAL LEVEL

94

A. POLICY ANDORGANIZATION

15. integrated education and community-based rehabilitationre71V1al 1111allally VappOrtile apprOaCheSto Sera Ig those With special needs. bath arc' based upon theprinciples of inclusion. integration and participation. andrepresent well-tested and cost-effetive approaches topromoting equality of access for those with special educationalneeds as part of a nationwide Strategy aimed at achievingeducation for all. Countries are invited to consider thefollowing actions concerning the policy and organization oftheir ech«ation systems.

16. Legislation should recogni-.e the principle of equality ofopportunity for children. vout -1 and adults with disabilities inprimary. secondary and tertiary education carried out, in so faras possible, in integrated settings.

17. Parallel and complementary legislative measures should headopted in the fields of health, social welfare, vocationaltraining and employment in order to support and give full effectto educational legislation.

18. Educational policies at all levels. from the national to the local.should stipulate that a child w ith a disability should attend theneighbourhood school that is. the school that would he attendedif the child did not have a disability. Exceptions to this rule

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r If h S\ I. \I C \I \

should be considered on a case-by-case basis where onlyeducation in a special school or establishment can be shown tomeet the needs of the individual child.

19. The practice of "mainstreaming' children with disabilitiesshould he an integral part of national plans for achievingeducation for all. Even in those exceptional cases wherechildren are placed in special schools, their education need nothe entirely segregated. Part-time attendance at regular schoolsshould he encouraged. Necessary provision should also bemade for ensuring inclusion of youth and adults with specialneeds in secondary and higher education as well as in trainingprogrammes. Special attention should be given to ensuringequality of access and opportunity for girls and women withdisabilities.

20. Special attention should he paid to the needs of children andyouth with severe or multiple disabilities. They have the samerights as others in the community to the achievement ofmaximum independence as adults and should he educated tothe best of their potential towards that end.

Educational policies should take full account of individualdifferences and situations. The importance of sign language asthe medium of communication among the deaf. for example,should he recognized and provision made to ensure that all deafpersons have access to education in their national signlanguage. Owing to the particular communication needs of dealand deaf /blind persons, their education may he more suitablyprovided in special schools or special classes oaf units inmainstream schools.

21.

22. Communit -based rehahilitation should he developed as part ofa global strategy for supporting cost-effective education andtraining for people with special educational needs. Community-

.4.

t

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based rehabilitation should seen as a specific approachWithin community development aimei al rehabilitation,equa! tion of opportunities and social integration of allpeople with disabilities: it should he implemented through thecombined efforts of people with disabilitiei themselves, theirfamilies and communities, and the appropriate education.health. vocational'and welfare services.

Both policies and financing arrangements should encourage andfacilitate the development of inclusive schools. Barriers thatimpede rim\ ement from special to regular schools should heremoved awl a common administrative structure organized.Progress towards inclusion should he carefully monitoredthrough the collection of statistics capable of revealing thenumber of students with disabilities who benefit fromresources. expertise and equipment intended for special needseducation as well as the number of students with specialeducational needs enrolled in regular schools.

2-1. Co-ordination between educational authorities and thoseresponsible for health. employment and social services shouldhe strengthened at all levels to bring about convergence andcomplementarily. Planning and co-ordination should also takeaccount of the actual' and potential role that semi-publicagencies and non-governmental organizations can play. Aparticular effort needs to he made to elicit community supportin meeting special educational needs.

25. National authorities have a responsibility to monitor externalfunding to special needs education and, working in co-operation with their international partners. to ensure that itcorresponds to national priorities and policies aimed atachie\ ing education for all. Bilateral and multilateral aidagencies. for their part, should carefully consider national

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I fI fi S I. \ NI A N C \ STATI \I 1, X r

policies in respect of special needs education in planning andimplementing programmes in education and related fields.

0 8

B. SCHOOLFACTORS

16. Developing inclusive schools that cater for a wide range ofpupils in both urban and rural areas requires: the articulationof a clear and forceful policy on inclusion together withadequate financial provision an clfectire public informationeffort to combat prejudice and create infOrmed and positiveattitudes cln e.vtensive programme of orientation and mifftraining curd the provision of necessary support services.Changes in all the follow ing aspects of schooling, as well asmany others, are necessary 10 contribute to the success ofinclusive schools: curriculum, buildings, school organization,pedagogy, assessment, staffing, school ethos and extra-curricular activitie.v.

27. Most of the required changes do not relate exclusively to theinclusion of children with special educational needs. They arepart of a wider reform of education needed to improve itsquality and relevance and to promote higher levels of learningachievement by all pupils. The World Declaration onEducation for All underscored the neeu for a child-centredapproach aimed at ensuring the successful schooling of allchildren. The adoption of more flexible, adaptive systemscapable ()I' taking fuller account of the different needs ofchildren will contribute both to educational success and

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T II I S .\ I. \ Al A N C .\ S \ 1 I NI I. N I

inclusion. The following guidelines focus on points to heconsidered in integrating children with special educationalneeds into inclusive schools.

Curriculum flexibility

28. Curricula should he adapted to children's needs, not vice-versa.Schools should therefore provide curricular opportunities tosuit children with different abilities and interests.

Children with special needs should receive additionalinstructional support in the context of the regular curriculum,not a different curriculum. The guiding principle should he toprovide all children with the same education, providingadditional assistance and support to children requiring it.

30. The acquisition of knowledge is not only a matter of formal andtheoretical instruction. The content of education should hegeared to high standards and the needs of individuals with aview to enabling them to participate fully in development.Teaching should he related to pupils' own experience and topractical concerns in order to motivate them better.

31 In order to follow the progress of each child. assessmentprocedures should be reviewed. Formative evaluation should heincorporated into the regular educational process in order tokeep pupils and teachers informed of the learning masteryattained as well as to identify difficulties and assist pupils toovercome them.

32. For children with special educational needs a continuum ofsupport should lie provided. ranging from minimal help inregular classrooms to additional learning support programmeswithin the school and extending, where necessary. to the

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provision of assistance trom specialist teachers and externalsupport staff.

33. Appropriate and affordable technology should he used whennecessary to enhance success in the school curriculum and toaid communication. mobility and learning. Technical aids canhe offered in a more economical and effective way if they areprovided from a central pool in each locality, where there isexpertise in matching aids to individual needs and in ensuringmaintenance.

34. Capability should he built up and research carried out atnational and regional levels to develop appropriate supporttechnology systems for special needs education. States thathave ratified the Florence Agreement should he encouraged touse this instrument to facilitate the free circulation of materialsand equipment related to the needs of people with disabilities.Concurrently States that ha\ c not adhered to the Agreement areinvited to do so in order to facilitate the free circulation ofservices and goods of educational and cultural nature.

School management

35. Local administrators and school heads can play a major role inmaking schools more responsive to children with specialeducational needs if they are given necessary authority andadequate training to do so. They should he invited to developmore flexible management procedures. to redeployinstructional resources. to diversify learning options, tomobilise child-to-child help. to offer support to pupilsexperiencing difficulties and to develop close relations withparents and the community. Successful school managementdepends upon the active and creative involvement of teachers

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and staff, and the development of effective co-operation andteam work to meet the needs of students.

36. School heads have a special responsibility in promoting positiveattitudes throughout the school community and in arranging foreffective co-operation between class teachers and support staff.Appropriate arrangements for support and the exact role to heplayed by various partners in the educational process should hedecided through con,ultation and negotiation.

37. Each school should be 'a community collectively accountablefor the success or failure of every student. The educationalteam. rather than the individual teacher. should share theresponsibility for the education of special needs children.Parents and volunteers should he invited to take an active partin the work of the school. Teachers. however. play a key role asthe managers of the educational process. supporting childrenthrough the use of available resources both within and outsideof the classroom.

Information and research

38. The dissemination of examples of good practice could help toimprove teaching and learning. Information on relevantresearch findings would also he valuable. Pooling of experienceand the development of documentation centres should hesupported at national level, and access to sources ofinformation broadened.

39. Special needs education should he integrated into the researchand development programmes of research institutions andcurriculum development centres. Particular attention should hegiven in this area to action-research focusing on innovative

I' R A NI F. 11 () R K F () It A ("r I O N

teaching-learning strategies. Classroom teachers shouldparticipate actively in both the action and reflection involved insuch inquiries. Pilot experiments and in-depth studies shouldalso be launched to assist in decision-making and in guidingfuture action. These experiments and studies could be carriedout on a co-operative basis by several countries.

C. RECRUITMENTAND TRAINING

OFEDUCATIONAL

PERSONNEL

-10. Appmpriate preparation of all educational personnel stands outus a key .factor in promoting progress towards inclusiveschools. Furthermore, the importance of recruiting teacherswith disabilities who can serve us role models fOr children withdisabilities is inreasingly recogniz.ed. The j011owing actionscould be taken.

41. Pre-service training programmes should provide to all studentteachers, primary and secondary alike, positive orientationtoward disability, thereby developing an understanding of whatcan he achieved in schools with locally available supportservices. The knowledge and skills required are mainly those ofgood teaching and include assessing special needs, adaptingcurriculum content, utilizing assistive technology,individualizing teaching procedures to suit a larger range ofabilities, etc. In teacher-training practice schools, specificattention should he given to preparing all teachers to exercisetheir autonomy and apply their skills in adapting curricula andinstruction to meet pupils needs as well as to collaborate withspecialists and co-operate with parents.

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S A I. A M A !S C S T A T M N

42. The skills required to respond to special educational needsshould be taken into account during assessment of studies andteacher certification.

43. As a matter of priority, written materials should he prepared andseminars organized for local administrators, supervisors,headteachers and senior teachers to develop their capacity toprovide leadership in this area and to support and train less-experienced teaching staff.

44. The major challenge lies in providing in-service training to allteachers, taking into account the varied and often difficultconditions under which they serve. In-service training should,wherever possible, he developed at school level by means ofinteraction with trainers and supported by distance educationand other self-instruction techniques.

45. Specialized training in special needs education leading toadditional qualifications should normally he integrated with orpreceeded by training and experience as a regular educationteacher in order to ensure complementarity and mobility.

46. The training of special teachers needs to he reconsidered with aview to enabling them to work in different settings and to playa key role in special educational needs programmes. A non-categorical approach encompassing all types of disabilitiesshould he developed as a common core, prior to furtherspecialization in one or more disability-specific areas.

47 Universities have a major advisory role to play in the process ofdeveloping special needs education, especially as regardsresearch, evaluation, preparation of teacher trainers, anddesigning training programmes and materials. Netwot kingamong universities and institutions of higher learning indeveloped and developing countries should he promoted.[inking research and training in this way is of great

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significance. It is also important to actively involve people withdisabilities in research and training roles in order to ensure thattheir perspectives are taken fully into account.

48 A recurrent problem with education systems, even those thatprovide excellent educational services for students withdisabilities, is the lack of role models for such students. Specialneeds students require opportunities to interact with adults withdisabilities who have achieved success so that they can patterntheir own lifestyles and aspirations on realistic expectations. Inaddition. students with disabilities should be given training andprovided with examples of disability empowerment andleadership so that they can assist in shaping the policies thatwill affect them in later life. Education systems shouldtherefore seek to recruit qualified teachers and othereducational personnel who have disabilities and should alsoseek to involve successful individuals with disabilities fromwithin the region in the education of special needs children.

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). EXTERNALSUPPORTSERVICES

49. Provision of .support services is of paramount importance forthe success of inclusive educational policies. In order to ensurethat, at all levels, e.vternal service.s are made available tochildren with .special needs, educational authorities shouldconsider the JOIlowing.

50. Support to ordinary schools could he provided by both teacher-education institutions and by the outreach staff of specialschools. The latter should he used increasingly as resourcecentres for ordinary schools offering direct support to thosechildren with special educational needs. Both traininginstitutions and special schools can provide access to specificdevices and materials as well as training in instructionalstrategies that are not provided in regular classrooms.

51 External support by resource personnel from various agencies,departments and institutions, such as advisory teachers.educational psychologists, speech and occupational therapists.etc.. should he co-ordinated at the local level. School clustershave proved a useful strategy in mobiliiing educationalresources as well as community involvement. Clusters ofschools could he assigned collective responsibility for meetingthe special educational needs of pupils in their area and givenscope for allocating resources as required. Such arrangements

401111

should involve non-educational services as well. Indeed,experience sugge:As that education services would benefitsignificantly if greater efforts were made to ensure optimal useof all available expertise and resources.

12

PRIORITYAREAS

52. Integration of children and young people with specialeducational needs would he more effective and successful ifspecial consideration were ,C4iVell in educational developmentplans to the following tea het areas: early childhood educationto enhance the educability of all chililrenf;irls. education andthe transition from education to adult working life.

Early childhood education

53. The success of the inclusive school depends considerably onearly identification, assessment and stimulation of the veryyoung child with special educational needs. Early childhoodcare and education programmes for children aged up to 6 yearsought to he developed and/or reoriented to promote physical,intellectual and social development and school readiness. Theseprogrammes have a major economic value for the individual.the family and the society in pre ,mting the aggravation ofdisabling conditions. Programmes at this level should recognisethe principle of inclusion and he developed in a comprehensive\A ay by combining pre- school activities and early childhoodhealth care.

54. Many countries have adopted policies in favour of earlychildhood Alheahoh, either hN supporting the deg elopment of

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I II I S\ 1 \ \I 11( \ 1 'I 'I I NI I 1 I

kindergartens and day nurseries or by organizing familyinformation and awareness activities in conjunction withcommunity services (health, maternal and infant care). schoolsand local family or omen's associations.

Girb' education

55. Girls with disabilities are doubly disadvantaged. A specialeffort is required to provide training and education for girlswith special educational needs. In addition to gaining access toschool, girls with disabilities should have access to informationand guidance as well as to models which could help them tomake realistic choices and preparation for their future role asadult w,.nien.

Prepar !lion for adult life

56. Young people with special educational needs should be helpedto make an effective transition from school to adult workinglife. Schools should assist them to become economically activeand provide them with the skills needed in everyday life,offering training in skills which respond to the social andcommunication demands and expectations of adult life. Thiscalls for appropriate training technologies, including directexperience in real life situations outside school. Curricula forstudents with special educational needs in senior classes shouldinclude specific transitional programmes, support to enterhigher education whenever possible and subsequent vocationaltraining preparing them to function as independent.contributing members of their communities after leavingschool. These activities should he carried out with the active

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ement of vocational guidance counsellors, placementoffices, trade unions, local authorities, and the differentser\ ices and agencies concerned.

\dull ttncl continuing education

57 Persons with disabilities should he given special attention in thedesign and implementation of adult and continuing educationprogrammes. Persons with disabilities should he given priorityaccess to such programmes. Special courses should also hedesigned to suit the needs and conditions of different groups ofadults with disabilities.

6

F. COMMUNITYPERSPECTIVES

58. Realizing the goal of successlia education of children withspecial educational needs is not the task of the Ministries ofEducation and schools alone. It reqUireS the co-opemtion offamilies, and the mobilization of the community and voluntaryorganizations as well as. the support of the publi -at-large.Experience f1)11l countries or areas that have witnessedpmgress in equalizing ethwational opportunities fin- childwnand youth with special educational needs suggests severaluseful lessons.

Parent partnership

59. The education of children with special educational needs is ashared task of parents and professionals. A positive attitude onthe part of parents favours school and social integration.Parents need support in order to assume the role of a parent of achild with special needs. The role of families and parents couldhe enhanced by the provision of necessary information insimple and clear language: addressing the needs forinformation and training in parenting skills is a particularlyimportant task in cultural environments where there is littletradition of schooling. Both parents and teachers may need

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support and encouragement in learning to work together asequal partners.

60. Parents are privileged partners as regards the specialeducational needs of their child, and to the extent possibleshould be accorded the choice in the type of educationprovision they desire for their child.

61. A co-operative, supportive partnership between schooladministrators, teachers and parents should be developed andparents regarded as active partners in decision-making. Parentsshould he encouraged to participate in educational activities athome and at school (where they could observe effectivetechniques and learn how to organize extra-curricularactivities), as well as in the supervision and support of theirchildren's learning.

62. Governments should take a lead in promoting parentalpartnership, through both statements of policy and legislationconcerning parental rights. The development of parents'associations should he promoted and their representativesinvo!ved in the design and implementation of programmesintended to enhance the education of their children.Organizations of people with disabilities should also heconsulted concerning the design and implementation ofprogrammes.

inNiONerncnt

63. Decentralization and local-area-based planning favours greaterinvolvement of communities in education and training ofpeople with special educational needs. Local administratorsshould encourage community participation by giving support to

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I R \II V. 0 R K (' I I O\

representative associations and inviting them to take part indecision-making. To this end, mobilizing and monitoringmechanisms composed of i.)cal civil administration.educational, health and development authorities. communityleaders and voluntary organizations should he established ingeographical areas small enough to ensure meaningfulcommunity participation.

64. Community involvement should he sought in order tosupplement in-school activities. provide help in doinghomework and compensate for lack of family support. Mentionshould he made in this connection of the role of neighbourhoodassociations in making premises available. the role of familyassociations. youth clubs and movements, and the potential roleof elderly people and other volunteers, including persons withdisabilities, in both in-school and out-of-school programmes.

65. Whenever action for community-based rehabilitation is initiatedfrom outside, it is the community that must decide whether theprogramme will become part of the ongoing communitydevelopment activities. Various partners in the community.including organizations of persons with disabilities and othernon-governmental organizations. should he empowered to takeresponsibility for the programme. Where appropriate.government agencies at both the national and local level shouldalso lend financial and other support.

Roic of oitintai.,, organitatitms

66. As voluntary associations and national non-governmentalorganirations have more freedom to act and can respond morereadily to expressed needs, they should he supported indeveloping new ideas and pioneering innovative delivery

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methods. They can play the roles of innovator and catalyst andextend the range of programmes available to the community.

67. Organizations of people with disabilities i.e.. those in whichthey themselves have the decisive influence should he invitedto take an active part in identifying needs. expressing views onpriorities, administering services, evaluating performance andadvocating change.

Public awareness

68. Policy makers at all levels. including the school level, shouldregularly reaffirm their commitment to inclusion and promotepositive attitudes among children. among teachers and amongthe public-at-large towards those with special educationalneeds.

69. Mass media can play a powerful role in promoting positiveattitudes towards the integration of dis Ned persons in society,overcoming prejudice and misinformation, and infusing greateroptimism and imagination about the capabilities of persons

ith disabilities. The media can also promote positive attitudesof employers toward hiring persons with disabilities. The mediashould he used to inform the public on new approaches ineducation. particularly as regards provision for special needseducation in regular schools, by popularizing examples of goodpractice and successful experiences.

45

RESOURCEREQUIREMENTS

70. The dere/op/nem o/ inch/sire schools as the most effectiveMenliC fin tichieving education JOr all must he recognized as akey gOVernillent ptilley acconled a privileged place on thenation's development agenda. It is only in this li'ay thatadequate trsmoves can he obtained. Changes in policies andpriorities cannot he effective unless adequate resourcerequirements are met. Political commitment, at both thenational and community level, is needed both 10 obtainadditional resources- and to redeploy e.visting ones. Intlecommunities must piav a key role in developing ineiloaveschools. government eneollragelne111 and support is also'Senticel in devising effective and age mlable solutions.

71. The distribution al resources to schools should take realisticaccount of the differences in expenditure required to provideappropriate education for all children. hearing in mind theirneeds and circumstances. It may he realistic to begin bxsupporting those schools that wish to promote incl US! eeducation and to launch pilot projects in some areas in circle' togain the necessary expertise for expansion and progressrsegeneralisation. In the generaliiation of inclusive education. theIC\ CI of support and expertise ss ill have to he matched to thenature of (he demand.

16

1 11 1 s\i.AN.i.-\N(.-\

72. Resources must also he allocated to support services for thetraining of mainstream teachers, for the provision of resourcecentres and for special education teachers or resource teachers.Appropriate technical aids to ensure the successful operation ofan integrated education system must also he provided.Integrated approaches should, therefore, he linked to thedevelopment of support services at central and intermediatelevels.

73. Pooling th., human, institutional. logistic, material and financialresources of various ministerial departments (Education.Health. Social Welfare. Labour, Youth. etc. ), territorial andlocal authorities, and other specialized institutions is aneffective \vay to maximize their impact. Combining both aneducational and a social approach to special needs educationwill require effecti\ e management structures enabling thevarious services to co-operate at both national and local levels,and allowing the public authorities and associative bodies tojoin forces.

4r

IIIGUIDELINESFOR ACTION

AT THEREGIONAL AND

INTERNATIONALLEVEL

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I R\ Al I \\ O R I (I R ACIIO\

74. International co-operation among governmental and non-governmental, regional and interregional organizations canplay a very important role in supporting the more towardsinclusive schools. Based on past experience in this area,international organizations, intergovernmental and non-governmental as well as bilateral donor agenie.S.consider joining JOrces in implementing the J011owing .strategicapproaches.

75. Technical assistance should he directed to strategic fields ofintervention with a multiplier effect, especially in developingcountries. One important task for international co-operation isto support the launching of pilot projects aimed at trying outnew approaches and at capacity building.

76. The organization of regional partnerships or partnership amongcountries with similar approaches in special needs educationcould result in the planning of joint activities under theauspices of existing regional or other co-operative mechanisms.Such activities should he designed to take advantage ofeconomies of scale, to draw upon the experience ofparticipating countries, and to further the development ofnational capabilities.

77. A priority mission incumbent upon international organizationsis to facilitate exchange of data, information and results of pilot

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MS.I II I \I.\NI \NC \ sr SIFNII.NI

programmes in special needs education between countries andregions. Collection of internationally comparable indicators ofprogress in inclusion in education and employment shouldbecome a part of the worldwide database on education. Focalpoints might be established in sub-regional centres in order tofacilitate information exchanges. Existing structures at theregional and international levels should he strengthened andtheir activities extended to such fields as policies.programming. training of personnel and evaluation.

78. A high percentage of disability is the direct result of lack ofinformation, poverty and low health standards. As theworldwide prevalence of disabilities is increasing, particularlyin the de\ eloping countries, there should he joint internationalaction in close collaboration with national efforts to prevent thecauses of disability through education which. in turn, wouldreduce the incidence and prevalence of disabilities, therebyfurther reducing the demands on the limited financial andhuman resources of a country.

79. International and technical assistance to special needs educationderives from numerous sources. It is, therefore. essential toensure coherence and complementarity among organizations ofthe United Nations system and other agencies lendingassistance in this area.

80. International co-operation should support advanced trainingseminars for educational managers and other specialists at theregional level and foster co-operation between universitydepartments and training institutions in different countries forconducting comparative studies as well as for the publication ofreference documents and instructional materials.

81. International co-operation should assist in the development ofregional and international associations of professionals

5 0

I I: \ \ I I \\ (1 K K I ()R ( I I() \

concerned with the enhancement of special needs educationand should support the creation and dissemination ofnewsletters or journals as well as the holding of regionalmeetings and conferences.

82. International and regional meetings covering issues related toeducation should ensure that special educational needs areaddressed as an integral part of the debate and not as a separateissue. As a concrete example. the issue of special needseducation should be put on the agenda of regional ministerialconferences organized by UNESCO and other inter-governmental bodies.

83. International technical co-operation and funding. agenciesinvolved in support and development of Education for Allinitiatives should ensure that special needs education is anintegral part of all development projects.

84. International co-ordination should exist to support universalaccessibility specifications in communication technolog\underpinning the emerging information infrastructure.

85. This Framework for Action was adopted by acclamation afterdiscussion and amendment in the Closing Session of theConference on 10 June 1994. It is intended to guide MemberStates and governmental and non-governmental organizationsin implementing the Salamanca Statement on Principles.Policy. and Practice in Special Needs Education.

47

51

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Speci.,i1E,ItlimitItl.1)iiion 01. 1

I Pta-e (1,.: 1 ,..s 52 is (1 tit'Id\ 11.1() t) 1)5

52