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THE SALAMANCA
STATEMENT
1994
In June 1994 representatives of 92
govts and 25 International
Organizations formed the world
conference on Special needs
education, held in Salmanca, Spain.
They agreed a dynamic new statement
on the education of all disabled
children, which called for inclusion to
be the norm.
The conference decided to request all the governments-
To create highest
policy to provide
education for all,
regardless to any sort
of disability.
To give budgetary
priority to provide
education for all as
mentioned earlier.
To adopt
inclusive
education as a
law.
develop demonstration
projects and encourage
exchanges with countries
with inclusive schools.(share
and exchange the ideas on
inclusive education between
countries.
To ensure that
organizations of disabled
people, along with parents
and community bodies, are
involved in planning
decision making.
To put grater effort
into pre-school
strategies as well as
vocational aspects of
inclusive education.
To ensure that both
initial and in-service
teacher training
address the provision
of inclusive
education

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Salamanaca

  • 2. In June 1994 representatives of 92 govts and 25 International Organizations formed the world conference on Special needs education, held in Salmanca, Spain. They agreed a dynamic new statement on the education of all disabled children, which called for inclusion to be the norm.
  • 3. The conference decided to request all the governments- To create highest policy to provide education for all, regardless to any sort of disability.
  • 4. To give budgetary priority to provide education for all as mentioned earlier.
  • 6. develop demonstration projects and encourage exchanges with countries with inclusive schools.(share and exchange the ideas on inclusive education between countries.
  • 7. To ensure that organizations of disabled people, along with parents and community bodies, are involved in planning decision making.
  • 8. To put grater effort into pre-school strategies as well as vocational aspects of inclusive education.
  • 9. To ensure that both initial and in-service teacher training address the provision of inclusive education