Policy guidelines on inclusion in education.

Institution	UNESCO
Titel	Policy guidelines on inclusion in education.
Quelle	Paris: UNESCO (2009), 36 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
Schlagwörter	Bildung für alle; Chancengleichheit; Begriff; Begriff; Bildungspolitik; Chancengleichheit; Finanzierung; Welt; Sonderpädagogik; Bildungspolitik; Definition; Inklusion; Finanzierung; Sonderpädagogik; Sonderpädagogischer Förderbedarf; Definition; Fallbeispiel; Welt; Benachteiligtes Kind
Abstract	The concept and practice of inclusive education have gained importance in recent years. Internationally, the term is increasingly understood more broadly as a reform that supports and welcomes diversity amongst all learners. Inclusive education is a process that involves the transformation of schools and other centres of learning to cater for all children - including boys and girls, students from ethnic and linguistic minorities, rural populations, those affected by HIV and AIDS, and those with disabilities and difficulties in learning and to provide learning opportunities for all youth and adults as well. Its aim is to eliminate exclusion that is a consequence of negative attitudes and a lack of response to diversity in race, economic status, social class, ethnicity, language, religion, gender, sexual orientation and ability. Education takes place in many contexts, both formal and non-formal, and within families and the wider community. Consequently, inclusive education is not a marginal issue but is central to the achievement of high quality education for all learners and the development of more inclusive societies. Inclusive education is essential to achieve social equity and is a constituent element of lifelong learning. Substantial progress has been made in achieving the Education for All goals as evidenced by the increase in access and enrolment rates in many countries and regions. Nevertheless, it is evident that new strategies and methods must be adopted to reach out to the 75 million children, who are still out of school, the 774 million adults lacking basic literacy skills and the countless others who are in school but not necessarily receiving quality education. These guidelines were discussed in a side event at the International Conference on Education in Geneva, Nov 2008 and recommendations from that meeting have been built into this final version. .. they will serve as a resource for policymakers, teachers and learners, community leaders and members of civil society in their efforts to promote more effective strategies for reaching the EFA goals. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2011/1