The document provides guidelines for inclusive education at the national level based on the Salamanca Statement and Framework for Action adopted at the World Conference on Special Needs Education in Salamanca, Spain in 1994. It outlines policies and organization, school factors, recruitment and training of teachers, external support services, priority areas, and the importance of community perspectives to promote the inclusion of children with special educational needs in regular schools.

1. policy perspectives
for
inclusive education

2. S.N
O
NAME OFTHE
STUDENTS
TOPIC ROLL. NO
1 PUNYA PRIYA Introduction & the Salamanca
convention & CONCLUSION
47
2 AMBILY GEORGE The Salamanca statement on
special needs education
adopted by the world
conference on special needs
37
3 DEEPA SHANKAR
.U
Framework for action in
special needs education
introduction
48
4 PRIYADARSHINI
ALBERT
Guidelines for action at the
national level
51
5 SOWJANYA Guidelines in integrating
children with special
educational needs in to
inclusive schools
52

3. Policies initiated by Government
before and after 1970’s
To bridge gap between
“EXCEPTIONALITIES AND NORMALCY”

4. Advances in major fields paved way
to inclusive practices for
CHILDREN WITH SPECIAL NEEDS
(CWSN)
India, takes pride to bring education
of CWSN to forefront, a step to
achieve Universalization of
Elementary Education (UEE)

5. Kothari Commission 1964-66
highlighted
National Policy on Education (NPE) 1986
emphasized.
Programme of Action (POA)

6. The Salamanca Convention
• International Summit, Salamanca, Spain, 1994 has witnessed
representatives from 92 Governments and 25 International
Organizations form a World Conference on Special Needs
Education.
• Reaffirmed the Right To Education of every individual with
differences.
• Many countries followed the suit towards Inclusive form of
educational policy ad practices in the successive decades.

7. Salamanca Statement on Special Needs Education
- Adopted by the World Conference on Special
Needs Education.

8.  More than 300 participants representing 92 governments and 25
international organizations met in Salamanca, Spain in June 1994 .
 Purpose of the meet:
Further the aim of
EDUCATION for ALL
To promote Inclusive Education where
schools serve all children
Particularly those with special
educational needs.

9. • Organized by the Government of Spain and UNESCO, the
Conference adopted…
The Salamanca Statement on Principles, Policy and Practice
in Special Needs Education and
A Framework for Action.

10. SALAMANCA
STATEMENT
SAYS
BASIC RIGHT
TO EDUCATION
& EQUAL
OPPORTUNITY
CHILD HAS
UNIQUE
CHARACTE
RISTICS
ACCOUNT PF
DIVERSE
CHARACTERISTICS
WAY TO
COMBAT
DICRIMINATO
RY ATTITUDE
IMPROVE
EFFICENCY
& COST
EFFECTIVE
NESS
.
ACCESS TO
REGULAR
SCHOOLS
What Salamanca
Statement says/
Proclaims…

11. HIGHEST PRIORITY TOWARDS
INCLUSIVE EDUCATION
LAW & POLICY
ENCOURAGE EXCHANGES WITH
COUNTRIES
PARTICIPATION OF
PARENTS,COMMUNITIES &
ORGANIZATIONS
INVEST IN EARLY
IDENTIFICATIONS
VOCATIONALASPECTS
TEACHER EDUCATION
PROGRAMMES FOR BOTH PRE-
SERVICE & IN- SERVICE
The Salamanca Statement asks
governments to:

12. The World Conference
requests all the
International
Institutions namely,
•The United
Nations
International
Children
Emergency Fund
(UNICEF)
•The United
Nations
Development
Programme
(UNDP)
The World BankThe Non-
Governmental
Organisations
(NGOs) to..
The International
Labour
Organisation
(ILO)
•The World Health
Organisation
(WHO) and
The United Nations
Educational,
Scientific and
Cultural
Organisation
(UNESCO)

13. • Ensure that special needs education forms part of every discussion
dealing with education.
• Mobilise the support of teacher training institutions to enhance
teacher education by focussing on special educational needs’
guidance.
• Stimulate the academic community to strengthen research and
networking and to establish regional centres of information and
documentation.

14. Framework
for Action on Special Needs in Education

15. Where and When is it designed and by whom?
 It is a Framework for Action on Special
Needs Education which was adopted
by theWorld Conference on Special
Needs Education
 It is organized by the Government of
Spain in co-operation with UNESCO,
which was held in Salamanca from 7th
to 10th of June in 1994

16. What is the Purpose
 The Framework draws extensively upon the
national experience of the participating
countries as well as upon resolutions,
recommend actions and publications of the
United Nations system and other inter-
governmental organizations
 Especially prepared standard Rules on the
Equalization of Opportunities for Persons
with Disabilities
policy and
guide
actions by
governments
international
organizations
other bodies
non-
governmental
organizations
implementing the Salamanca Statement
on Principles, Policy and Practice in
Special Needs Education.

17. • The right of every child to educate is proclaimed in the Universal
Declaration of Human Rights and was forcefully reaffirmed by the
World Declaration on Education for All
• Every person with a disability has a right to express their wishes
with regard to their education.
• Parents have an inherent right to be consulted on the form of
education best suited to the needs, circumstances and aspirations
of their children

18. The guiding principles that informs this Framework are
1
Schools should accommodate all children regardless of their physical, intellectual, social,
emotional, linguistic or other conditions.
2
This should include disabled and gifted children, street and working children, children from
remote or nomadic populations, children from linguistic, ethnic or cultural minorities and children
from other disadvantaged or marginalized areas or groups.
3
• The term 'special educational needs' refers to all those children and youth whose needs arise from
disabilities or learning difficulties.
4
The challenge confronting the inclusive school is that of developing a child-ce ntered pedagogy
capable of successfully educating all children, including those who have serious disadvantages and
disabilities.
5
A child-centered pedagogy can help to avoid the waste of resources and the shattering of
hopes that is all too frequently a consequence of poor quality instruction and a “one size
fits all” mentality towards education with sound pedagogy
6
Child-centered schools are the training ground for people-oriented society that respects both the
differences and the dignity of all human beings.

19. I) New thinking
in special needs
education
II) Guidelines for action at the
national level are..
A.Policy and organization
A.School factors
A.Recruitment and training of educational personnel
A.External support services
A.Priority areas
A.Community perspectives
A.Resource requirements
III)Guidelines
for action at the
regional and
international
level .
This Framework for Action comprises the following sections :

20. Guidelines for action at the national level

21. Guidelines for action at the national level
1. Policy and Organization
Legislation should recognize the principle of equality of opportunity for children,
youth and adult with disabilities in primary, secondary and tertiary education
carried out to the maximum in integrated setting.
Mainstreaming should be an integral part of national plans for achieving
education for all.
Education policy should take into consideration the individual differences and
situations and should be educated to the best of their potential, to the
achievement of maximum independence as adults.
Community based rehabilitation helps in supporting cost effective education and
training for people with special educational needs.

22. e) Policies and financing arrangement should
encourage and facilitate the development of inclusive
schools, creating a non threatening environment
within the regular schools.
f) Co-ordination between educational authorities and
those responsible for health, employment and social
services should be strengthened.
g) National authorities have a responsibility to
monitor external funding to special needs education.

23. • Developing inclusive school demands the articulation of a clear and
forceful policy on inclusion.
• It requires adequate financial provision, community effort to fight
prejudice and create positive attitudes, orientation and staff training
and provision for support services.
• The world declaration on education for all emphasized the need for a
child-centered approach, aimed at ensuring the success schooling of
the children.

24. Guidelines in integrating children with special
educational needs in to inclusive schools

25. CURRICULUM
FLEXIBILTY
SCHOOL
MANAGEMENT
INFORMATION &
RESEARCH

26. RECRUITMENT &
TRAINING OF
EDUCATIOAL
PERSONNAL
ACTION PLAN
EXTERNAL
SUPPORT SYSTEM

27. PRIORITY AREAS
EARLY CHILDHOOD
EDUCATION
GIRLS EDUCATION

28. PREPARATION FOR
ADULT LIFE
ADULT &
CONTINUING
EDUACATION
COMMUNITY
PERSPECTIVE

29. PARENTS
PARTNERSHIP COMMUNITY
PARTICIPATION
PUBLIC
AWARENESS
RESOURSE
REQUIREMENT

30. Community Perspective
1. Parent Partnership : The education of children with special need is a
shared task for parents and professionals.
a. Parent needs support and necessary information in simple and clear language, training in
parenting skills in order to assume the role of a parent of a child with special needs.
b. Parent should be guided in the choice of the type of educational provision they desire for their
child
c. Parents should be encouraged to participate in education activities at home and at the school
where they could observe effective technique and learn how to organize extra-curricular activities
as in the supervision and the support of the children's learning

31. d. Statement of policy and legislation concerning parental rights should be made known by the
government to the parents.
e. The development of parents association should be promoted and their representatives involved in
the design and implementation of programmes intended to enhance the education of their children.
2. Community Participation:
a. Local administrators should encourage community participation by giving support to
representative association and inviting them to take part in decision
b. Mobilizing and monitoring mechanism by local civil administration, educational, health and
development authorities, community leaders and voluntary organization helps in meaningful
participation.
c. Community involvement can led to participation in school activities help in doing homework
and compensate for lack of family support.
d. They should be invited to take an active part in identifying needs, expressing views on priorities,
administering services, evaluating performance and advocating change.

32. conclusion
• Framework intended as an overall guide of planning action in
special needs education
• Evades variety of situations encountered by regions and
countries.
• Compliments national, regional and local bodies plans of
action, inspired by political and will to achieve education for all