Salamanca Agreement And Framework For Action
It calls on the United Nations and its specialized agencies to “strengthen their contributions to technical cooperation” and improve their networking to more effectively assist integrated special needs. Non-governmental organizations are invited to strengthen their cooperation with national official bodies and to become more involved in all aspects of inclusive education. The World Conference called on all governments to commit to education for all, which recognizes the need and urgency of education for all children, young people and adults “in the mainstream education system”. It states that children with special educational needs must “have access to mainstream schools,” adding: Regular, inclusive schools are the most effective way to combat discriminatory attitudes, create welcoming communities, build an inclusive society and create education for all; In addition, they provide effective education for most children and improve the efficiency and ultimately cost-effectiveness of the entire education system. Like the United Nations Agency for Education, UNESCO is invited: this declaration calls on the international community to support the approach of inclusive schools by implementing practical and strategic changes adopted by the World Conference on Special Needs Education: Access and Quality (Salamanca, Spain, 7-10 June 1994). The framework states that “inclusion and participation are essential for human dignity and for the enjoyment and exercise of human rights.” In the field of education, this translates into “real compensation of opportunity.” Training for specific needs includes proven teaching methods that all children can benefit from; it assumes that human differences are normal and that learning must be tailored to the needs of the child and not to the child who is adapted to the process. The fundamental principle of inclusive schooling is that all children must, where possible, learn together and that mainstream schools must recognize and respond to the different needs of their students, while having a continuum of support and services to meet those needs. Inclusive schools are the most “effective” in developing solidarity between children with special needs and children of the same age. Countries with few or no special schools should include – not many – schools. In June 1994, representatives of 92 governments and 25 international organizations formed the World Conference on Specialized Education held in Salamanca, Spain.
They agreed on a new dynamic declaration on the education of all children with disabilities, calling for inclusion to be the norm. In addition, the conference adopted a new framework of action whose main idea is that real schools should accommodate all children, regardless of their physical, intellectual, social, emotional, linguistic or other conditions.