Guidelines for inclusion: Ensuring access to Education for All.

Institution	UNESCO
Titel	Guidelines for inclusion: Ensuring access to Education for All.
Quelle	Paris: UNESCO (2005), 40 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; Integration; Welt; Sonderpädagogik; Bildungspolitik; Definition; Inklusion; Sonderpädagogik; Sonderpädagogischer Förderbedarf; Definition; Integration; Welt; Benachteiligtes Kind
Abstract	This document provides guidelines and concepts for rendering National Education Plans / Education for All (EFA) more inclusive, with the objective of ensuring access and quality education for ALL learners. This paper is intended to systematize how excluded children are planned for in education. It begins with a brief introduction, which provides a historical perspective on the origins of inclusion and describes the shift from integration towards inclusion. It is then divided into three main parts. The first provides a theoretical framework. It defines inclusion, explains how it is founded in a human rights approach and how is relates to factors such as quality and cost-effectiveness. The second part looks at more practical changes at the school level. It outlines the key elements in the shift towards inclusion with a particular focus on the key players including teachers, parents and educational policymakers as well as curricula. The third part brings together the first two sections by providing tools for policymakers and educational planners for hands-on analysis of education plans. These guidelines are intended to provide information and awareness, to be a policy tool for revising and formulating EFA plans, and to serve as a basis for discussion among policy makers, educators, NGOs and international organizations impacting policy in both private and public education and concerned with promoting access for ALL learners. These guidelines attempt to demystify the notions surrounding inclusion and demonstrate that challenges can be overcome through a willingness to change attitudes regarding inclusion. By following these guidelines, those working with and analyzing National Plans for Education can identify gaps and strategies in order to take steps to ensure that inclusion is achieved within their educational systems and that every child has access to a quality education. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2011/1