Abstract
This essay explores inclusive education and explains the role of United Nations for imparting it to different nations. Undoubtedly, the UN and the United Nations Children's Fund (UNICEF) strive for all children to have equitable access to education as a basic human right. The Convention on the Rights of the Child (CRC) combined with the Convention on the Rights of Persons with (CRPD) form the heart of the international framework protecting children from education discrimination. While the UN system currently works towards achieving the EFA goals, it is also considering how to frame the post- 2015 agenda. The Global Partnership on Children with Disabilities (GPCWD) launched in 2012 as a network advocating for the rights of children with disabilities in the new agenda, including the mainstreaming or inclusion of disability rights across all global child-related agendas but the transition from current schools to inclusive education systems is not easy. Integration without systemic changes in organization, teaching techniques, and learning strategies can actually cause greater levels of exclusion as children with diverse needs are forced into an unaccommodating system but programme like United Nations Girls' Education Initiative (UNGEI) committed to supporting equal gender access to education and reducing the gender gap in both primary and secondary education.
Highlights
The Education for All (EFA) movement informs the work of all UN agencies providing education to children and is coordinated by United Nations Children’s Fund (UNICEF), the United Nations Educational, Scientific and Cultural Organization (UNESCO), the United Nations Development Programme (UNDP), the United Nations
UNICEF supports schools making this transition through efforts like the United Nations Girls’ Education Initiative (UNGEI), an EFA flagship initiative committed to supporting equal gender access to education and reducing the gender gap in both primary and secondary education
UNICEF works to establish equitable education systems to help equalize the ability of children both with and without disabilities to access the same quality of education
Summary
The ‘Salamanca Statement’ adopted at the ‘World Conference on Special Educational Needs: Access and Quality’ called upon all governments and urged them to: Adopt as a matter of law or policy the principles of inclusive education, enrolling all children in regular schools, unless there are compelling reasons for doing otherwise [8]. Ainscow[1] have extensively dealt on the school reforms perspectives to develop the concept and practices of inclusive education Continuing with this approach, Sebba and Ainscow[7] have offered a definition of inclusion: Inclusion describes the process by which a school attempts to respond to all pupils as individuals by reconsidering its curricular organization and provision. Through this process, the school builds its capacity to accept all pupils from the local community who wish to attend and, in so doing, reduces the need to exclude pupils. In the UK, on an average seven percent pupil attend private schools
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