Innovative Policies 2016 concern different aspects of Article 24 of the CRPD – Inclusive education: Access to early childhood, primary, secondary and tertiary education. And of CRPD Article 9 – Accessibility, in particular its focus on inclusive and accessible information and communication technologies.
National Plan of Rights of Persons with Disabilities ‘Living without Limit’
Inclusive Education cannot be provided in a vacuum. Rather, it takes many forms of support, including physically accessible education infrastructures, school transport, assistive devices, knowledgeable teachers, and – importantly – cash support for deprived parents and their out-of-school children. In a comprehensive and ambitious manner, Brazil’s National Plan ‘Living without Limit’ addressed all these issues.
Policy 322 on Inclusive Education
Canada’s province of New Brunswick adopted a legally-binding policy on Inclusive Education in 2013, setting out clear and easy to follow requirements for all public schools, installing education support teams, and defining Personalized Learning Plans. It forbids segregated settings and targets all children, not only those with disabilities.
National Plan for Work Inclusion of People with Disabilities
Costa Rica’s National Plan for Work Inclusion of People with Disabilities comprises various measures to increase access to the open labour market for persons with disabilities countrywide. These include training, targeted employment services, and job intermediation. Initiated in 2012, the Plan has produced positive, quantifiable results.
By providing training for entrants, study and career counselling, and scholarships, Estonia’s Primus Programme has successfully acted as a real door-opener for numerous students with disabilities. The programme was funded by the European Social Fund and ended in 2015, but many measures continue to be implemented.
Inclusive Education Policy
Ghana’s Inclusive Education Policy, together with its comprehensive implementation plan (2015–2019), has introduced Inclusive Education in schools countrywide. The programme has expanded from 29 districts in seven regions in 2011 to 48 districts in all ten regions by 2013.
INEE Minimum Standards for Education: Preparedness, Response, Recovery and INEE Toolkit
Education during emergency situations provides physical, psychosocial, and cognitive protection that can sustain lives. Thanks to the INEE Minimum Standards for Education, which articulate the minimum level of educational quality and access, including for all children with disabilities, the provision of education in emergencies became mandatory worldwide in 2010.
Mandate 376; European Standard on e-Accessibility EN 301 549, Proposed rule for 508 Standards and the 255 Guidelines
Standards for information and communication technologies (ICT) such as the web, e-documents, software, and other communication tools are one of the most powerful means of promoting accessibility. By aligning their accessibility standardisation policies, the United States and European Union can create enormous leverage for accessible technologies and possibly lay the groundwork for an international standard.
Inclusive Education Programme
The Inclusive Education Programme of Iraq’s Region of Kurdistan demonstrates that with the help of inclusive learning materials and staff training early intervention and Inclusive Education, are possible within post-war instability and dire economic conditions.
Irish Standard I.S. 373:2013 on Universal Design for Customer Engagement in Tourism Services
Ireland’s Standard on Universal Design in Tourism Services demonstrates that more accessible customer communications requires neither much staff training or additional cost; indeed, it even provides business benefits such as increased sales by accessible online booking, clarity of menus, and fewer complaints.
Framework Law for the Assistance, Social Inclusion and the Rights of Persons with Disabilities no. 104
Inclusive Education in Italy is not only required by law and thus rights-based but is being implemented throughout the country, sustained by a firm national consensus for full inclusion. Fewer than 1% of all children with special needs are educated in segregated settings.
UNICEF Montenegro’s “It’s about Ability” programme – a nationwide campaign from 2010 to 2014 – significantly improved the attitudes of Montenegrins towards Inclusive Education. Whereas in 2010 only 35% of the population found it acceptable for a child with a disability to attend the same class as their own non-disabled child, this figure increased to 78% in 2015.
Head Start Programme
Early childhood is the most critical phase of a child’s development. The USA’s Head Start programme, which promotes school readiness of children under five from mainly low-income families, is required to offer inclusive early childhood services and, since 2007, is mandated to ensure that at least 10% of enrolees are children with disabilities.