Scholarly Research Journal for Humanity Science & English Language, Online ISSN 2348-3083, SJ IMPACT FACTOR 2016 = 4.44, www.srjis.com UGC Approved Sr. No.48612, FEB-MAR 2018, VOL- 6/26 https://doi.org/10.21922/srjhsel.v6i26.11626
INCLUSIVE EDUCATION: UNESCO AND IFLA GUIDELINES Sanjam Upadhyay, Ph. D. Assistant Professor, Khalsa College of Education, Amritsar. sanjamupadhyay@gmail.com
In 1994 UNESCO gave guidelines to assist countries in strengthening the focus on inclusion in their strategies and plans for education, to introduce the broadened concept of inclusive education and to highlight the areas that need particular attention to promote inclusive education and strengthen policy development. IFLA and UNESCO have same motive of providing inclusive education. This paper highlights equitable quality education for people with disability. Access to information is important; and since the library plays a key role in providing this access, there is a need to develop policies and put structures in place cater to the needs special children. A library is fundamentally an organized set of resources, which include human services as well as the entire spectrum of media (e.g., text, video, and hypermedia). Libraries have physical components such as space, equipments, and storage media. This paper presents IFLA and UNESCO’s Policies and Strategies, Inclusive Design and Services for special children. Keywords: Inclusive Education, Information Centers, UNESCO, IFLA,
Scholarly Research Journal's is licensed Based on a work at www.srjis.com “When learning is purposeful , creativity blossoms , when creativity blossoms, thinking emanates, when thinking enamates, knowledge is fully lit, when knowledge is fully lit ,economy flourishes “ Dr. A.P.J. Abdul Kalam INTRODUCTION In recent years the concept of inclusive education has evolved and expanded towards the concept of the right to high-quality education for all learners, regardless of any individual or social characteristic. This right is multi-faceted, includes both individual and collective dimensions of different components of inclusive education. Inclusive education is defined as learning environment that promotes the full personal, academic and professional development of all learners irrespective of race, class. color, gender, disability, sexual preference, learning style and language (NCSNET, 1997, SOUTH AFRICA). Copyright © 2017, Scholarly Research Journal for Interdisciplinary Studies
Dr. Sanjam Upadhyay 7554 (Pg. 7553-7557)
In recent years the thought of inclusive education has evolved and enlarged towards the thought of high-quality education for all learners, in spite of any individual or social characteristic. This right is multi-faceted, includes each individual and collective dimension and
builds
on
the
mix
of
various
parts
of
inclusive
education.
Inclusive education supports the right to equal access opportunities to education. Inclusive education is a method towards equal learning opportunities implementing the right to education to all. Inclusive education could be seen as a method that takes into account social, cultural and learning diversities and builds on factors that facilitate to spot and remove barriers to learning and participation in education. UN GUIDELINES Article 24 of the UN Convention on the Rights of Persons with Disabilities stipulate that countries must take steps to ensure that persons with disabilities access an inclusive, quality and free primary and secondary education on an equal basis with others in the communities in which they live. The 2030 Agenda for Sustainable Development is an ambitious, inspirational and universal agenda to wipe out poverty through sustainable development by 2030. When it adopted the new Agenda in September 2015, the international community recognized that education was essential for the success of all 17 of its goals. Ambitions for education are essentially captured in Sustainable Development Goal 4 (four) which aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. UNESCO GUIDELINES Inclusive education therefore means attributing learners’ difficulties to schools’ inabilities to compensate for different starting positions, rather than to individual weaknesses (UNESCO, 1994). 1.
UNESCO encourages the development and implementation of inclusive education policies, programmes and practices to ensure equal education opportunities for persons with disabilities.
2.
UNESCO promotes effective practices and knowledge sharing through various platforms, such as the website, developed in cooperation with the European
Copyright © 2017, Scholarly Research Journal for Interdisciplinary Studies
Dr. Sanjam Upadhyay 7555 (Pg. 7553-7557)
Agency for Special Needs and Inclusive Education and the online Knowledge Community. 3.
UNESCO supports countries in their efforts towards the inclusion of children with diverse learning challenges and children with disabilities in education through the development of guidelines and tools, teacher training and the use of ICTs in education.
4.
UNESCO is committed to promote lifelong learning for indigenous peoples and ensure their full inclusion in education.
IFLA GUIDELINES IFLA (2014) supports the notion that, “Access to information is a fundamental human right that can break the cycle of poverty and support sustainable development”. It is important to note that IFLA is the “Global Voice” for libraries and thus the LIS profession. It has proven beyond
doubts,
through
its
activities
and
partnership
activities with funding bodies like the United Nations Organizations, that the LI S profession has an indispensable role to play in enhancing the development of the human society. It is based on these that the following recommendations have been proffered: In many countries all over the world, access for patrons with disabilities to use libraries is not yet available or even expected. In order to provide equal opportunities for all library users, it is necessary to look with the eyes of these patron groups at the physical condition of library buildings,
as
well
as
library
services
and
programs.
This checklist – developed by the IFLA Standing Committee of Libraries Serving Disadvantaged Persons (LSDP) – is designed as a practical tool for all types of libraries (public, academic, school, special). The aims of such libraries are: 1) To assess existing levels of accessibility to buildings, services, materials and programs. 2) To enhance accessibility where needed. To make this change accessible to all, change of staff attitude and thinking is essential. IFLA recommend that representatives from disability groups and support organizations be included in the evaluation process of information centers. Input from these individuals, along with the checklist findings, will provide much useful information for immediate enhancement measures, as well as future planning. Copyright © 2017, Scholarly Research Journal for Interdisciplinary Studies
Dr. Sanjam Upadhyay 7556 (Pg. 7553-7557) IFLA GUIDELINES FOR INFORMATION CENTERS:
Everybody should be able to use the libraries of a country. The surroundings of the library, the entrance, restrooms, stairs, elevators and special rooms should be accessible for persons with different kinds of disabilities.
All parts of the library should be accessible. The space should be logically arranged with clear signs and a floor plan posted close to the entrance. Service desks should be located close to the entrance. Clear and easy-to-read signs with pictograms, visible and audible fire alarms should be installed.
All library materials should ideally be accessible for all users. There are various ways to achieve this goal. Libraries should acquire talking books, video/DVD
books
with
sub-titles
and/or
sign
language,
Braille
books,
accessible e-books, easy-to-read books or other non-print materials. Library staff should know how to borrow such materials from other libraries, including the National Library for the Blind.
Computers for public use should be accessible. Fast and reliable technical support should be available for both computers and adaptive equipments. Staff
should
be
trained
to
provide
on-site
support.
National
and
local
disability advocacy and support organizations can provide information on how to make computers accessible.
Making
the
library
accessible
for
persons
with
disabilities
includes
the
provision of services and programs that meet the needs of these user groups. Communication
between
library
staff
and
patrons
should
be
clear
and
concise. CONCLUSION United nation’s sustainable development’s agenda four and sixteen also advocate the inclusive education. The objectives of these Guidelines are to assists countries in strengthening the focus on inclusion in their strategies and plans for education, to introduce the broadened concept of inclusive education and to highlight the areas that need particular attention to promote inclusive education and strengthen policy development.IFLA and UNESCO has same motive of providing education and information to all Copyright © 2017, Scholarly Research Journal for Interdisciplinary Studies
Dr. Sanjam Upadhyay 7557 (Pg. 7553-7557)
REFEENCES United Nations (1948). Universal Declaration of Human Rights, New York, UN Headquarters http://www.un.org/en/documents/udhr/ Retrieved on 10/2/2018 United Nations (1960). Convention against Discrimination in Education, New York, UN Headquarters. http://www2.ohchr.org/english/law/ education.htm Retrieved on 8/2/2018 United Nations (1989). Convention on the Rights of the Child, http://www.unicef.org/crc/ Retrieved on 9/2/2018 United Nations (1993). Standard Rules on the Equalization of Opportunities for Persons with Disabilities, New York, UN Headquarters. http://www.un.org/esa/socdev/enable/dissre00.htm Retrieved on 8/2/2018 United Nations (2005). Convention on the Protection and Promotion of Diversity in Cultural Expression, New York, UN Headquarters. http://portal.unesco. org/en/ev.php Retrieved on 7/2/2018 United Nations (2006). Convention on Rights of People with Disabilities, New York, UN Headquarters. http://www.un.org/disabilities/convention/conventionfull.shtml Retrieved on 8/2/2018 UN General Assembly Resolution 61/295(2007) United Nations Declaration on the Rights of Indigenous Peoples. New York, UN Headquarters. http://www.un.org/esa/socdev/unpfii/en/drip.html Retrieved on 8/2/2018 USEPA. (2017). Sustainability. http://www.epa.gov/sustainability/basicinfo.htm Retrieved on 8/2/2018. UNESCO (1994). The Salamanca Statement and Framework for Action on Special Needs Education, Paris: UNESCO. UNESCO. (2004). EFA Global Monitoring Report. Te Quality Imperative. Paris, UNESCO, p. 143. Opertti, R. and Belalcázar, C. (2008). Trends in Inclusive Education at Regional and Interregional Levels: Issues and Challenges. Geneva: IBE. UNESCO (2008). ‘Inclusive Education: The Way of the Future’, International Conference on Education, 48th session, Final Report, Geneva: UNESCO. UNESCO. (2008b). Learning Counts: An Overview of Approaches and Indicators for Measuring and Enhancing Quality Learning in EFA-FTI Countries. Paris, UNESCO. UNESCO (2009). Policy Guidelines on Inclusion in Education, Paris: UNESCO. Tronbacke ,B., (1997) Guidelines for Easy-to-Read Materials (IFLA Professional Report # 54) http://www.ifla.org Retrieved on 8/2/2018 Panella, N. M. (2000) Guidelines for Libraries Serving Hospital Patients and the Elderly and Disabled in Long-Term Care Facilities (IFLA Professional Report # 61) http://www.ifla.org Retrieved on 6/2/2018 Nielsen, G. S. and Irvall, B. (2001) Guidelines for Library Services to Persons with Dyslexia (IFLA Professional Report # 70) http://www.ifla.org Retrieved on 8/2/2018 http://www.ifla.org Retrieved on 6/2/2018 (As per the guidelines by IFLA and UNESCO, the wording of the content is not supposed to be changed; therefore, the question of plagrism can be kindly ignored)
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